Latest / Honey Badger Radio / Teachers Out Grape the Catholic Church AND the Boy Scouts? | Rantzerker 219

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Teachers Out Grape the Catholic Church AND the Boy Scouts? | Rantzerker 219 · Honey Badger Radio

• 1:46
  Speaker 1: Hello everybody, and welcome to Honeybatterer Radio. I'm not even
• 1:49
  Speaker 1: gonna bother with the whole coming to you live garbage.
• 1:52
  Speaker 2: This is a Rantsirker number.
• 1:55
  Speaker 1: We're kind of two nineteen teachers outgrape, the Catholic chick
• 2:00
  Speaker 1: and the boy Scouts.
• 2:01
  Speaker 2: Well.
• 2:02
  Speaker 1: I don't know for sure, but I have seen or
• 2:05
  Speaker 1: heard of this recent data. I was gonna just like
• 2:11
  Speaker 1: talk more about politics today, but I don't know.
• 2:15
  Speaker 2: I don't know if this is something you guys were
• 2:17
  Speaker 2: interested in.
• 2:18
  Speaker 1: I think that there are multiple intersections between men's issues
• 2:22
  Speaker 1: and other things like culture and education and politics, but
• 2:29
  Speaker 1: I think that we're going to take a break from that.
• 2:32
  Speaker 1: Although you know, things aren't really as dire these days
• 2:35
  Speaker 1: now that now that we have four of the five
• 2:38
  Speaker 1: lions to form Voltron, you know what I mean?
• 2:43
  Speaker 3: Okay, yeah, no, or the four of the five dudes
• 2:51
  Speaker 3: in the Battle of the Planets.
• 2:53
  Speaker 1: Yeah, I was thinking about that too. G Force Yeah, yeah,
• 2:56
  Speaker 1: the yeah, yeah, the G Force. Like to the jet
• 3:01
  Speaker 1: there's five of them, right, I know, there's yeah, I know,
• 3:04
  Speaker 1: there's five Voltron pilots, and so we're just waiting on
• 3:07
  Speaker 1: the fifth.
• 3:08
  Speaker 3: You know, we're just waiting on kop or whatever his
• 3:11
  Speaker 3: name was, the one.
• 3:13
  Speaker 2: That made those Yeah, I remember that one. But anyway,
• 3:23
  Speaker 2: while we're waiting on that.
• 3:25
  Speaker 1: Uh, we're gonna look at this article from the Federalists.
• 3:30
  Speaker 1: It's it's a little it came out last month, but
• 3:32
  Speaker 1: it slipped past us, and it's it's pretty interesting. All
• 3:38
  Speaker 1: we'll say is, so there's this there's this popular like
• 3:43
  Speaker 1: idea or narrative out there that the Boy Scouts and
• 3:48
  Speaker 1: the Catholic Church are really predatory when it comes to children.
• 3:52
  Speaker 1: And when usually when they say that, they mean boys,
• 3:54
  Speaker 1: but they don't want to say boys. They just say
• 3:56
  Speaker 1: children because it means it's the Boy Scouts and it's
• 4:00
  Speaker 1: in you know, the Catholic Church. But as we have
• 4:04
  Speaker 1: been reporting on instances of teachers molesting their children, their
• 4:10
  Speaker 1: students rather and a lot of people, even on the
• 4:14
  Speaker 1: conservative side, sty sort of dismiss it, like, you know,
• 4:18
  Speaker 1: like there's something different about boys in school that they're
• 4:22
  Speaker 1: less affected that they want it, you know, the whole
• 4:25
  Speaker 1: South Park meme.
• 4:26
  Speaker 2: Nice, you know, Yeah.
• 4:29
  Speaker 3: I wish, I wish when I was a kid had
• 4:34
  Speaker 3: Halen song about this ship.
• 4:36
  Speaker 2: Mm hmmmmm. Was it like hot for teacher? Right?
• 4:41
  Speaker 1: Yeah?
• 4:41
  Speaker 3: Yeah, got it bad.
• 4:43
  Speaker 1: Yeah, yeah, don Karen, sounds fine, thank you.
• 4:50
  Speaker 2: Oh yeah, I should have checked that all, even though
• 4:51
  Speaker 2: I think we're good.
• 4:53
  Speaker 1: So let's go out and take a look at this
• 4:54
  Speaker 1: article because it seems that the problem of child molestation
• 5:01
  Speaker 1: might be bigger in schools than it is in.
• 5:05
  Speaker 2: Both the Catholic Church and the Boy Scouts. So we're
• 5:08
  Speaker 2: gonna look at this.
• 5:08
  Speaker 1: I'm sharing the screen with you already, and I'm gonna
• 5:12
  Speaker 1: read through it and then when you want to comment, Karen,
• 5:15
  Speaker 1: if you want to say anything now before we get
• 5:17
  Speaker 1: into oh.
• 5:17
  Speaker 3: Yeah, no, how much you want to bet? This is
• 5:20
  Speaker 3: mostly female teacher driven because everybody gives male teachers, particularly
• 5:24
  Speaker 3: K to six, the stank eye, and you know, like
• 5:30
  Speaker 3: everybody's watching them like a hawk K to six male teachers.
• 5:35
  Speaker 1: So I'm not even sure, I'm not even sure that
• 5:37
  Speaker 1: that I think that male male teachers have a harder
• 5:41
  Speaker 1: time getting.
• 5:41
  Speaker 2: A job because of that. Yeah, of course teachers, yeah, yeah, yeah, yeah.
• 5:46
  Speaker 4: No, that's why that's why they they they One of
• 5:51
  Speaker 4: the things that I, you know, like male teachers have
• 5:53
  Speaker 4: told me is that you know, like I mean, there
• 5:56
  Speaker 4: was one who taught my kids, both of my older
• 6:01
  Speaker 4: two kids when they were in grade six, right, But
• 6:04
  Speaker 4: he was a.
• 6:04
  Speaker 3: Mormon, and he was just like very very very very
• 6:12
  Speaker 3: it was very personable and very uh, very clean cut.
• 6:17
  Speaker 3: Like he was just like the most clean person on
• 6:21
  Speaker 3: the on the freaking planet in terms of like morality
• 6:24
  Speaker 3: and ship right, and so like he he stayed in
• 6:29
  Speaker 3: the classroom. But most of the male teachers in k
• 6:33
  Speaker 3: K to six ended up being principles, right, And it's
• 6:38
  Speaker 3: it's because they felt uncomfortable in the classroom because parents
• 6:44
  Speaker 3: would look at them funny and be like, why are
• 6:46
  Speaker 3: you even here, like these are little kids?
• 6:50
  Speaker 1: Yeah, and that you see the movie, the movie called
• 6:55
  Speaker 1: The Hunt with Mats Nicholson brought this up before.
• 6:59
  Speaker 3: Yeah, yeah, oh yeah, yeah, no, that was that was awful.
• 7:06
  Speaker 3: You know, some little girl makes some shit up, right
• 7:11
  Speaker 3: because she's mad, right, Like she literally just had a
• 7:16
  Speaker 3: temper tantrum and made something up, and then all the
• 7:21
  Speaker 3: adults around her pressed her for details with leading questions,
• 7:26
  Speaker 3: and then she was like, yeah, he touched me there
• 7:28
  Speaker 3: and there and there, just like you suggested he might have,
• 7:32
  Speaker 3: you know, and and then it was just all of
• 7:34
  Speaker 3: a sudden, you know, like and I kissed him and
• 7:40
  Speaker 3: it's just like Okay, so some little six year old
• 7:43
  Speaker 3: girl has a freaking crush on her kindergarten teacher, right,
• 7:47
  Speaker 3: and he he sets a boundary, right, and then.
• 7:54
  Speaker 2: That's it.
• 7:56
  Speaker 3: It's over for him, right because all of the adults
• 8:00
  Speaker 3: around this little girl who's mad at him for setting
• 8:03
  Speaker 3: a boundary or all of a sudden like you touched her,
• 8:06
  Speaker 3: didn't you.
• 8:10
  Speaker 2: Yeah, it's definitely making a statement.
• 8:14
  Speaker 3: Powerful movie, yeah, powerful movie.
• 8:16
  Speaker 2: So yeah, very all right. Well yeah, so let's see
• 8:20
  Speaker 2: what the Federalist has.
• 8:23
  Speaker 1: To say regarding this article and then whenever you want
• 8:27
  Speaker 1: to butt in and go ahead.
• 8:28
  Speaker 2: So one in ten K through twelve students has been.
• 8:32
  Speaker 1: Sexually abused by a teacher. So you start off with
• 8:35
  Speaker 1: a with a data point. And to be fair, I
• 8:39
  Speaker 1: don't know, like it's it can be just as difficult
• 8:42
  Speaker 1: to sort of like treat this as an absolute as
• 8:45
  Speaker 1: a feminist statistic, you know, like I was just I
• 8:48
  Speaker 1: just had a guest on a Monday, military former military.
• 8:53
  Speaker 1: You can't call him a veteran because he was dishonorably
• 8:56
  Speaker 1: discharged after a false accusation, so he can only be
• 9:00
  Speaker 1: considered former military.
• 9:02
  Speaker 2: And uh, yeah, he and the reason why and.
• 9:06
  Speaker 1: I think this is is relevant because it is it
• 9:09
  Speaker 1: is along the same lines, and you're just looking in
• 9:11
  Speaker 1: the office direction.
• 9:13
  Speaker 2: The reason why this happened.
• 9:16
  Speaker 1: Was because in the military they were told that there
• 9:21
  Speaker 1: is a rape culture and that they had to so
• 9:24
  Speaker 1: therefore there must be convictions. And so the the Obama administration,
• 9:30
  Speaker 1: because that's when it was going on, they said, we
• 9:33
  Speaker 1: have to find we need to get convictions, and so
• 9:36
  Speaker 1: they because there have to be because we were.
• 9:38
  Speaker 2: Told this is a problem.
• 9:39
  Speaker 1: And so a lot of there's a lot of allegations
• 9:43
  Speaker 1: that go through and uh, they you know, even if
• 9:46
  Speaker 1: the like a lot of guys see prison time for nothing,
• 9:50
  Speaker 1: but even when they don't, even if the alligator, even
• 9:53
  Speaker 1: if charges are dropped, even if the police don't investigate,
• 9:56
  Speaker 1: it's enough to destroy their reputation anyway. And so guy
• 10:00
  Speaker 1: was dishonorably discharged. I mean, the worst thing he did.
• 10:03
  Speaker 1: He did he did engage in infidelity, which he confessed to,
• 10:09
  Speaker 1: but there was no there was no sexual assault, there
• 10:11
  Speaker 1: was no yeah, there was no coercion. There was there
• 10:15
  Speaker 1: was there was no force, nothing. It was all consensual.
• 10:19
  Speaker 1: But you know, because he was in I think in
• 10:23
  Speaker 1: a compromised position because he did something immoral with involving
• 10:27
  Speaker 1: his marriage, it was easier for the military to throw
• 10:32
  Speaker 1: the book at him at least enough to get him
• 10:34
  Speaker 1: dishonorably discharged.
• 10:36
  Speaker 2: And yeah, it's a mess.
• 10:37
  Speaker 1: So that this happens, and it all happens based on presumptions.
• 10:43
  Speaker 1: The presumption is if you tell the Pentagon that, hey,
• 10:48
  Speaker 1: rat culture is real, one in four women, you know
• 10:51
  Speaker 1: in college campuses, the same kind of thing, and then
• 10:54
  Speaker 1: you say, you have to get convictions and it's actually
• 10:57
  Speaker 1: really good.
• 10:57
  Speaker 2: Also, what he told me was the reason.
• 11:00
  Speaker 1: Why it happened under the Obama administration was because the Democrats.
• 11:04
  Speaker 1: And he said, look, I don't want to be partisan,
• 11:06
  Speaker 1: but this is just the truth. The Democrats want the
• 11:09
  Speaker 1: female vote. One of the ways you get the female
• 11:11
  Speaker 1: vote is to to essentially be a champion for women.
• 11:15
  Speaker 2: And then there's no easier way.
• 11:17
  Speaker 1: To do that than to champion a cause that they're
• 11:19
  Speaker 1: actually not that in danger of by saying, oh, yeah,
• 11:22
  Speaker 1: rape culture.
• 11:23
  Speaker 2: Right.
• 11:23
  Speaker 1: So yeah, so that's and that's the stuff that we're
• 11:27
  Speaker 1: stuck having to look at instead of the stuff.
• 11:30
  Speaker 2: Like what's in this article. So yeah, take the statistic
• 11:34
  Speaker 2: with a grain of salt. What intent, Maybe I don't know.
• 11:37
  Speaker 1: So the rate of sexual misconduct in public schools far
• 11:40
  Speaker 1: exceeds the high profile abuse scandals that rocked the Roman
• 11:45
  Speaker 1: Catholic Church and the Boy Scouts of America. So let's
• 11:51
  Speaker 1: let's get into that a little bit. I got a
• 11:52
  Speaker 1: super chat from somebody. Hold on a second, So I
• 11:57
  Speaker 1: got a super chat from blave Kaiser. He gets this
• 11:59
  Speaker 1: fine Bucks and says you should rest two weeks after
• 12:03
  Speaker 1: anal Karen Strawan twenty twenty four.
• 12:05
  Speaker 2: Oh, I don't know if you have you been quoted
• 12:07
  Speaker 2: as saying this.
• 12:08
  Speaker 3: Thus, no, no, I don't hold by that policy either.
• 12:13
  Speaker 3: So I mean it's a good idea to not overdo it.
• 12:16
  Speaker 2: But okay, is there still echo? Are you guys still
• 12:23
  Speaker 2: getting echo? Oh? You know what, it's me. That's why. Okay,
• 12:27
  Speaker 2: I got it. I got it. Now, hold on a second,
• 12:30
  Speaker 2: I gotta turn a microphone down. Okay, so the article
• 12:34
  Speaker 2: all right?
• 12:36
  Speaker 1: Every day, millions of parents put their children under the
• 12:39
  Speaker 1: care of public school teachers, administrators, and support staff. Their trust, however,
• 12:44
  Speaker 1: is frequently broken by predators in authority in what appears
• 12:47
  Speaker 1: to be the largest ongoing sexual abuse scandal in our
• 12:50
  Speaker 1: nation's history. Given the roughly fifty million students in US
• 12:55
  Speaker 1: k through twelve schools each year. The number of students
• 12:58
  Speaker 1: who have been victims of sex from misconduct by school
• 13:01
  Speaker 1: employees is probably in the millions each decade, according to
• 13:06
  Speaker 1: multiple studies. Such numbers would far exceed the high profile
• 13:11
  Speaker 1: abuse scandals that rock the Roman Catholic Church and the
• 13:14
  Speaker 1: Boy Scouts of America for what.
• 13:18
  Speaker 2: You don't want to say something about that? No, just oh okay,
• 13:22
  Speaker 2: just listening, all right, It's all good.
• 13:26
  Speaker 1: For a variety of reasons, ranging from embarrassment to eagerness
• 13:29
  Speaker 1: to avoid liability. Elected or appointed officials, along with unions
• 13:34
  Speaker 1: or lobbying groups, so like schools, school teachers' unions, and
• 13:38
  Speaker 1: stuff representing school employees, have fought to keep the truth
• 13:42
  Speaker 1: hidden from the public.
• 13:46
  Speaker 2: In any given year, this is a quote.
• 13:48
  Speaker 1: In any given year, they have failed to report thousands
• 13:51
  Speaker 1: of these situations, and instead they've prepared them or I'm sorry,
• 13:55
  Speaker 1: they've papered them over and acted like it's not an issue.
• 13:59
  Speaker 1: Former Educationation Secretary Betsy DeVos told Real Clear investigations stunned
• 14:05
  Speaker 1: by a twenty eighteen Chicago Tribune investigation that found five
• 14:09
  Speaker 1: hundred and twenty three incident reports of sexual misconduct by
• 14:12
  Speaker 1: employees of the city schools.
• 14:14
  Speaker 2: During the past decade.
• 14:15
  Speaker 1: Devas during the Trump administration, launched the process of including
• 14:19
  Speaker 1: specific questions about such cases in the Department's Civil Rights
• 14:23
  Speaker 1: data collection, a process that undertakes every two years. Previously,
• 14:28
  Speaker 1: the Office of Civil Rights asked only general questions about
• 14:31
  Speaker 1: sexual misconduct incidents without a breakdown of alleged perpetrators.
• 14:36
  Speaker 3: Oh oh, so we see. This isn't about This isn't
• 14:43
  Speaker 3: about students raping students. This is maybe more about Hugo Schweitzer.
• 14:51
  Speaker 2: Hugo Schweitzer.
• 14:53
  Speaker 3: You don't remember Hugo Schweitzer.
• 14:55
  Speaker 2: They I know the name, I can't remember specifically.
• 14:58
  Speaker 3: Yeah, no, he was. He was the he was, oh,
• 15:02
  Speaker 3: I forget what university and it was a college in California.
• 15:05
  Speaker 3: He was a women's studies professor at and he didn't
• 15:10
  Speaker 3: have any credentials to teach women's studies. And he had
• 15:13
  Speaker 3: a habit of sleeping with his female students. And you
• 15:19
  Speaker 3: remember he wrote an article like a huge outpouring of
• 15:25
  Speaker 3: like his baggage, right just airing his dirty laundry. He
• 15:29
  Speaker 3: wrote an article about how he'd like tried to commit
• 15:33
  Speaker 3: murder suicide. You know, like because he and his ex
• 15:36
  Speaker 3: girlfriend were addicted to drugs and she came over one
• 15:40
  Speaker 3: day and they did a bunch of drugs and she
• 15:42
  Speaker 3: passed out, and then he like turned on the freaking
• 15:45
  Speaker 3: gas stove and tried to kill them both, and the
• 15:50
  Speaker 3: neighbors smelled the gas and came and kept it from happening.
• 15:56
  Speaker 3: And like, he just is massive confessional, and I mean
• 16:01
  Speaker 3: even feminists had to disown him, you know, like they
• 16:07
  Speaker 3: and then he ended up having like some kind of
• 16:11
  Speaker 3: horrific breakdown meant psychotic breakdown and ended up in a
• 16:19
  Speaker 3: mental institution where they happened to give him his phone,
• 16:24
  Speaker 3: his cell phone, and then he went on Twitter and
• 16:29
  Speaker 3: confessed to everything that he was like a fraud and
• 16:34
  Speaker 3: he didn't even really care about women and he doesn't
• 16:36
  Speaker 3: care about feminism, and he basically it was a good
• 16:41
  Speaker 3: job and he could, like he could pretend to care
• 16:45
  Speaker 3: about women while banging co eds and you know and
• 16:49
  Speaker 3: all of this other stuff, right, and he just like
• 16:51
  Speaker 3: I guess he was, like they gave him some benzo
• 16:57
  Speaker 3: diazepam or something to take the edge off is withdrawal
• 17:01
  Speaker 3: symptoms from the freaking heroin or coke or whatever it was.
• 17:06
  Speaker 3: And he just went on this big freaking Twitter thread
• 17:09
  Speaker 3: and just unloaded a whole bunch of you know, it
• 17:12
  Speaker 3: was like it was kind of like a a Charles Climber.
• 17:18
  Speaker 3: You remember Charles Climber.
• 17:20
  Speaker 1: Uh yeah, I remember that name too, but I can't
• 17:22
  Speaker 1: remember the specifics of Charlotte.
• 17:27
  Speaker 2: Yes, right, we talked about that not that long ago.
• 17:30
  Speaker 2: Yeah yeah, yeah, yeah. Well, you know what for the audience,
• 17:33
  Speaker 2: give him a little refresher.
• 17:34
  Speaker 3: Well, Charles Climber was the guy who basically he wrote
• 17:37
  Speaker 3: a whole statistically valid article. It was a statistical analysis
• 17:42
  Speaker 3: of various likelihoods of events happening to you, and he
• 17:48
  Speaker 3: determined that you're, as a man, you're more likely to
• 17:52
  Speaker 3: be killed by an asteroid than to be falsely accused
• 17:55
  Speaker 3: of rape. And his math feminist math. That's that's the
• 18:01
  Speaker 3: only way I can describe it. And yeah, no. He
• 18:06
  Speaker 3: described that he compared the based on one hundred sexual
• 18:11
  Speaker 3: encounters a year on average over the course of fifty years. Right,
• 18:17
  Speaker 3: the per sexual encounter incidents, taking only the two percent
• 18:23
  Speaker 3: false rape claim as the only figure. There's a per
• 18:28
  Speaker 3: sexual encounter incident that's the equivalent of being killed by
• 18:35
  Speaker 3: an asteroid and it's like your lifetime risk of being
• 18:39
  Speaker 3: killed by an asteroid. And I'm like, okay, you do
• 18:42
  Speaker 3: realize virgins get falsely accused of sexual assault and rape, right,
• 18:49
  Speaker 3: Like they've never had a sexual encounter. M Like, and
• 18:56
  Speaker 3: then you're gonna assume one hundred sexual encounters per year
• 19:00
  Speaker 3: for fifty straight years, right, And then you're going to
• 19:03
  Speaker 3: compare the per incident instance incidents, right, per sexual encounter
• 19:09
  Speaker 3: incidents against the lifetime risk of being killed by an asteroid.
• 19:14
  Speaker 3: Then say, see, man, you don't have nothing to worry about.
• 19:17
  Speaker 3: And anyway, he got booted out because he started crossing
• 19:24
  Speaker 3: all kinds of boundaries too. I mean, it's like it's
• 19:27
  Speaker 3: really it's kind of like Alison and I have discussed
• 19:31
  Speaker 3: this before, right, you know, like, well, if you were
• 19:36
  Speaker 3: a rape guy, right, and you wanted to sexually assault
• 19:41
  Speaker 3: and sexually harass women, right, and you got off on that,
• 19:47
  Speaker 3: wouldn't you want to surround yourself with a bunch of
• 19:52
  Speaker 3: women who talk about sexual harassment and sexual assault all
• 19:57
  Speaker 3: the time so you can like.
• 20:00
  Speaker 1: To that.
• 20:01
  Speaker 3: And then and then on top of that, they don't
• 20:03
  Speaker 3: just talk about that, they talk about how difficult it
• 20:06
  Speaker 3: is to report it, you know, ninety nine percent of
• 20:10
  Speaker 3: sexual assaults don't even get reported. Oh well, let's see
• 20:14
  Speaker 3: whether you're one of that ninety nine.
• 20:20
  Speaker 2: That's a yeah, that's a good point. And then he
• 20:25
  Speaker 2: realized that he was born in the wrong body.
• 20:28
  Speaker 3: Yes, then he realized that he was really a woman
• 20:31
  Speaker 3: and he was actually on a.
• 20:37
  Speaker 1: Was he being persecuted like legally before he had this revelation,
• 20:43
  Speaker 1: I don't.
• 20:43
  Speaker 3: Well, no, he was canceled by the feminist movement, I see.
• 20:48
  Speaker 2: And then he became stunning and.
• 20:51
  Speaker 3: Brave, became stunning and brave, and then he was on
• 20:55
  Speaker 3: the women for Kamalah.
• 20:59
  Speaker 2: Yeah, yeah, I remember.
• 21:00
  Speaker 1: That's when we tell you yes, right, see, that's that's
• 21:03
  Speaker 1: how easy it is, guys. If you really want to
• 21:07
  Speaker 1: use patriarch to your advantage, become.
• 21:10
  Speaker 3: A woman woman, all right.
• 21:17
  Speaker 2: So I just want I wanted.
• 21:19
  Speaker 1: To look at they they have a link in the
• 21:23
  Speaker 1: article that takes you to a report that I'm going
• 21:27
  Speaker 1: to I want to look at. So I'm going to
• 21:28
  Speaker 1: share this here. And this is a Channel five Chicago,
• 21:33
  Speaker 1: so my hometown. Hundreds of Chicago public school students were
• 21:37
  Speaker 1: sexually abused in the last decade, report finds. So let's
• 21:44
  Speaker 1: see the Tribune analyzed five hundred and twenty three Chicago
• 21:50
  Speaker 1: police reports from two thousand and eight through twenty seventeen
• 21:55
  Speaker 1: of children being sexually assaulted or abused inside public schools
• 21:59
  Speaker 1: across the city, and reviewed several other elements, including criminal
• 22:02
  Speaker 1: charges and prosecutions, lawsuits filed by victims, CPS, investigative reports,
• 22:07
  Speaker 1: and more. In all, the publication found seventy two school employees.
• 22:14
  Speaker 2: So this is like faculty and teachers and staff and
• 22:18
  Speaker 2: stitors and ed janitors.
• 22:21
  Speaker 1: And coaches right alleged to have violated students, including teachers, counselors, coaches,
• 22:29
  Speaker 1: security guards, and more. The assaults and abuse took place
• 22:32
  Speaker 1: at schools across the entire city, with a searchable database
• 22:35
  Speaker 1: to find incidents reported at specific schools.
• 22:40
  Speaker 2: So let me just let me see here.
• 22:43
  Speaker 1: I just want to see I there's anything else of
• 22:44
  Speaker 1: intra a cpsct of CPS is Chicago Public School. It's
• 22:48
  Speaker 1: a publicly funded organization. CEO weird, they have a CEO.
• 22:55
  Speaker 1: Janis Jackson said in a statement that the district has
• 22:57
  Speaker 1: a plan of action to improve protections for students, saying, quote,
• 23:01
  Speaker 1: I will not be satisfied until I am confident that
• 23:04
  Speaker 1: the district is doing everything possible to ensure that our
• 23:07
  Speaker 1: hiring practices, background checks, training and handling of sexual assault
• 23:11
  Speaker 1: and misconduct allegations are the best policies and practices to
• 23:14
  Speaker 1: protect our students, period. Jackson said the district plan to
• 23:19
  Speaker 1: bring an independent evaluator to conduct a.
• 23:21
  Speaker 2: Top to bottom review of policies.
• 23:23
  Speaker 1: The Shift Hardened law firm and former Illinois Executive Inspector
• 23:27
  Speaker 1: General Maggie Hickey were tapped to conduct the review, according
• 23:30
  Speaker 1: to the Tribune, which reported the district had approved a
• 23:34
  Speaker 1: five hundred thousand dollars contract and that the findings of
• 23:37
  Speaker 1: that review will be made public. Jackson told the paper
• 23:40
  Speaker 1: nothing is more important to Chicago schools than students' safety,
• 23:43
  Speaker 1: particularly with the adults who are supposed to serve them.
• 23:46
  Speaker 1: And we are taking significant actions to ensure our students
• 23:49
  Speaker 1: have the safest possible learning environments.
• 23:52
  Speaker 2: And this was we'll see how oldest.
• 23:54
  Speaker 1: Is twenty eighteen, so we haven't really heard anything yet.
• 23:58
  Speaker 1: And it seems to me that this so you said,
• 24:02
  Speaker 1: let me just switch this back. You said that this
• 24:06
  Speaker 1: guy who became a professor had no credentials. How did
• 24:10
  Speaker 1: he get the job? Was it because he knew people.
• 24:13
  Speaker 1: I mean, I don't maybe you don't know, but yeah,
• 24:15
  Speaker 1: I mean much of this, Yeah, how much of this
• 24:18
  Speaker 1: is If you know the right people, they can just
• 24:20
  Speaker 1: get you the job. Like I want to teach gender studies. Okay,
• 24:22
  Speaker 1: you're hired because we have money.
• 24:24
  Speaker 3: Yeah he had he had like I mean, I'm sure
• 24:26
  Speaker 3: he had like a university degree, but he didn't have
• 24:28
  Speaker 3: a PhD in like gender studies or anything like that,
• 24:33
  Speaker 3: or even I don't even think he had one in
• 24:35
  Speaker 3: history or anything. Right, he was he was just some
• 24:38
  Speaker 3: mirando who.
• 24:41
  Speaker 2: I don't think. I don't think it's hard to fake it.
• 24:44
  Speaker 1: I think I could get a doctorate in gender studies
• 24:47
  Speaker 1: because just for doing this show.
• 24:49
  Speaker 3: Well honestly, like you know, like my husband was trying
• 24:53
  Speaker 3: to convince me to go and apply to somebody like
• 24:58
  Speaker 3: maybe Robert King or you know, at the University of
• 25:03
  Speaker 3: Cork in Ireland or you know, someone like that, and
• 25:07
  Speaker 3: just apply to see if I could get into a
• 25:10
  Speaker 3: PhD program for this kind of stuff. And it's easy,
• 25:14
  Speaker 3: Like you could do it, like you could absolutely do it,
• 25:16
  Speaker 3: but I'm I'm just like not not interested in in
• 25:21
  Speaker 3: that kind of thing. I'd rather just get out there
• 25:24
  Speaker 3: and talk so.
• 25:25
  Speaker 1: Yeah, fair enough, and do you know anything about I
• 25:29
  Speaker 1: don't know if you've looked into it. But like, according
• 25:31
  Speaker 1: to this report from The Federalist's article.
• 25:35
  Speaker 2: Betsy de Vos, who was the Education.
• 25:38
  Speaker 1: Secretary during the twenty sixteen period, the trumble president yet yeah,
• 25:44
  Speaker 1: during the Trump years, said that she was launching a
• 25:49
  Speaker 1: process of including specific.
• 25:51
  Speaker 2: Questions about cases in school.
• 25:54
  Speaker 1: So she wanted to, like what make the investigation a
• 25:58
  Speaker 1: little bit more robust.
• 26:03
  Speaker 3: This isn't about this isn't about the investigations. This is
• 26:05
  Speaker 3: about reporting, right, reporting to the federal government. Right, so
• 26:11
  Speaker 3: when you when okay, Kevin, shut up, when you when
• 26:18
  Speaker 3: a law enforcement agency reports to the FBI's Uniform Crime
• 26:22
  Speaker 3: Reporting Service, right a system, they they include a bunch
• 26:29
  Speaker 3: of things, you know, like what was the actual nature
• 26:32
  Speaker 3: of the sexual assault?
• 26:34
  Speaker 2: Right?
• 26:35
  Speaker 3: Was it digital penetration? Was it penal penetration? Was it
• 26:40
  Speaker 3: you know, oral penetration? Was it? You know, like what
• 26:44
  Speaker 3: what actually happened? Right? And then uh? And then you know,
• 26:48
  Speaker 3: what were the surrounding circumstances? Was it forcible?
• 26:52
  Speaker 1: Was it?
• 26:52
  Speaker 3: Uh? You know, verbal coercion? Was it incapacitation through intoxication? Like?
• 26:59
  Speaker 3: How how did that happen. And and then they also
• 27:04
  Speaker 3: look at what's the what's the sex of the perpetrator,
• 27:10
  Speaker 3: you know, the perpetrator characteristics, right, Okay, and that's that's
• 27:16
  Speaker 3: what you have being reported to the FBI, including sex, age, race,
• 27:22
  Speaker 3: you know, anything that you know about the perpetrator. They
• 27:25
  Speaker 3: will report that to the uniform crime reporting system. Right,
• 27:30
  Speaker 3: Whereas before Betsy de Vos came in, it was just
• 27:36
  Speaker 3: basically you had to report that there was a sexual assault,
• 27:42
  Speaker 3: not just K to twelve, but K to all the
• 27:44
  Speaker 3: way through university. Yeah, you had to report if there
• 27:49
  Speaker 3: was a sexual assault reported to the school, right, but
• 27:54
  Speaker 3: you didn't have to really feel any of those details
• 27:58
  Speaker 3: in including what whether it was a teacher or a
• 28:01
  Speaker 3: janitor or a custodian or a counselor or another student
• 28:05
  Speaker 3: or whatever. You didn't have to fill in any of
• 28:08
  Speaker 3: the perpetrator details. And Betsy Devas, I mean she basically
• 28:13
  Speaker 3: she was brought on to like completely revamp the entire
• 28:18
  Speaker 3: sexual assault system in the Department of Education because of
• 28:27
  Speaker 3: the lack of due process for male students accused of
• 28:31
  Speaker 3: sexual assault, right, And she actually changed the rules back
• 28:36
  Speaker 3: to something somewhat same while still respecting the experiences of victims.
• 28:46
  Speaker 3: But she re established due process and on college campuses
• 28:51
  Speaker 3: and stuff, and she put in place this more detailed
• 28:56
  Speaker 3: reporting system because you basically, after get a law that's
• 29:02
  Speaker 3: named after someone, but it's it's basically by law they
• 29:08
  Speaker 3: if there's a sexual assault, that complaint that's made to
• 29:11
  Speaker 3: any school in the United States, they have to report
• 29:14
  Speaker 3: it to the Department of Education, right, And she's just
• 29:18
  Speaker 3: basically said, well, you know, you can't just get away
• 29:22
  Speaker 3: with saying, yeah, we had a complaint. You have to
• 29:25
  Speaker 3: actually you know, fill in some of the details.
• 29:30
  Speaker 2: Yeah. Yeah.
• 29:31
  Speaker 1: And so would you say that during the Trump year
• 29:35
  Speaker 1: is what Betsy Devas's function was supposed to be. Would
• 29:38
  Speaker 1: you say that that was on the right track, even
• 29:42
  Speaker 1: though I once Fighten took office, they reversed everything, they
• 29:45
  Speaker 1: reversed everything.
• 29:47
  Speaker 3: Yeah, No, I think Betsy Devas she was actually she
• 29:50
  Speaker 3: was actually really balanced. You know, everything that I saw
• 29:54
  Speaker 3: her do was like designed to improve tracking of incidents, right,
• 30:01
  Speaker 3: sort of improve the tracking system of what's going on
• 30:04
  Speaker 3: where and how often, right while affording due process rights
• 30:11
  Speaker 3: and you know, sort of adversarial process rights to both
• 30:19
  Speaker 3: be accused and the accusers. So, I mean she really
• 30:24
  Speaker 3: did strike a fine balance between you know, like no
• 30:28
  Speaker 3: one who's accusing someone of something that you know is
• 30:34
  Speaker 3: kind of makes you feel ashamed or embarrassed or whatever
• 30:37
  Speaker 3: wants to sit there and face them and be questioned
• 30:41
  Speaker 3: by them and you know, like in front of everybody
• 30:44
  Speaker 3: and all of that stuff. Right, I mean, it's a
• 30:46
  Speaker 3: very difficult thing, and it's necessary, but it's it's extremely
• 30:50
  Speaker 3: difficult if you've actually been through that. And if you
• 30:55
  Speaker 3: have it, it's super easy, right, if you just do it.
• 30:58
  Speaker 3: It's to stick it to some guy, Right, it's super
• 31:01
  Speaker 3: easy to get on the stand and like you know,
• 31:04
  Speaker 3: and and spill your guts, spill whatever fake you know,
• 31:11
  Speaker 3: bile you have. But but if you've actually been through
• 31:14
  Speaker 3: something like that, it's a little bit more difficult to
• 31:19
  Speaker 3: do it right to their face. And so I mean,
• 31:21
  Speaker 3: like she she really did kind of strike a balance
• 31:24
  Speaker 3: between the rights of the accuser and the rights of
• 31:27
  Speaker 3: the accused. And uh, and she she and you got
• 31:32
  Speaker 3: to know that she made some progress because that moment
• 31:36
  Speaker 3: Biden Harris got in, right, they rolled all of it back, right,
• 31:42
  Speaker 3: They just deleted like deleted everything.
• 31:46
  Speaker 1: Yeah, it was like she didn't do anything. They just
• 31:48
  Speaker 1: set it back to square one?
• 31:50
  Speaker 2: Do you did?
• 31:51
  Speaker 1: Do you think that then, because what I'm wondering is
• 31:54
  Speaker 1: is why would they do that. It would seem to
• 31:57
  Speaker 1: be a fair thing to leave in place? And I
• 32:00
  Speaker 1: don't think that it makes sense that it's simply because.
• 32:04
  Speaker 2: The Orange man hired her. I think it's I think
• 32:07
  Speaker 2: that that.
• 32:07
  Speaker 1: Maybe could it be I don't know teachers' unions that
• 32:11
  Speaker 1: are concerned, Could it be something else?
• 32:15
  Speaker 3: No? No, I actually do think that it was a
• 32:18
  Speaker 3: knee jerk Orange man bad do the opposite, right, do
• 32:23
  Speaker 3: the opposite of the Orangeman. They did that with so
• 32:25
  Speaker 3: many of his policies, including very sensible ones, right, that
• 32:30
  Speaker 3: that just as a knee jerk response, well this has
• 32:35
  Speaker 3: Trump's name on it, get rid of it, right, And
• 32:39
  Speaker 3: you know, like I I don't think they even looked
• 32:42
  Speaker 3: at any of it. They were just like, put the
• 32:43
  Speaker 3: Obama thing back in place, right, And.
• 32:47
  Speaker 1: Yeah, well yeah, it was probably Obama that told them
• 32:49
  Speaker 1: to do it, to be honest, Actually, well it was Obama.
• 32:55
  Speaker 3: It was under Obama that that dear colleague letter came
• 32:58
  Speaker 3: down right yeah where yeah, where it was like, yeah, no,
• 33:02
  Speaker 3: you have to if you if you don't want to
• 33:03
  Speaker 3: lose your federal funding. You're going to have to adjudicate
• 33:07
  Speaker 3: sexual assaults on a fifty point zero one balance of probabilities,
• 33:11
  Speaker 3: right and instead of a instead of an eighty percent
• 33:15
  Speaker 3: clear and convincing burden of proof. Right. And and you know,
• 33:22
  Speaker 3: like in he's not allowed to have a lawyer, and
• 33:25
  Speaker 3: he's not allowed to have like an advocate, and he
• 33:29
  Speaker 3: anything but but yet anything that he says in the
• 33:32
  Speaker 3: tribunal hearing at the university can and will be used
• 33:35
  Speaker 3: against him in a freaking criminal court. Like what the
• 33:38
  Speaker 3: fuck is that? Right? So, yeah, no, it was. It
• 33:44
  Speaker 3: was insane what Obama pushed through with the help of
• 33:49
  Speaker 3: Russell and Ali his the I think she was the
• 33:56
  Speaker 3: assistant director of the Department of Education Office of Civil
• 34:01
  Speaker 3: Rights under Obama.
• 34:02
  Speaker 5: So yeah, all right, Well, just trying to get like
• 34:06
  Speaker 5: a feel for like the timeline, the landscape, and what's changed,
• 34:10
  Speaker 5: because apparently these extra you know, like I guess this
• 34:13
  Speaker 5: extra layer of questioning or detail that Devas was asking
• 34:18
  Speaker 5: for was initially the Biden administration when they came in
• 34:23
  Speaker 5: a power sought to remove those questions, saying that it
• 34:26
  Speaker 5: wanted to avoid data duplication.
• 34:29
  Speaker 3: Oh yeah, no, no, they wanted to avoid catching frickin'
• 34:34
  Speaker 3: Charles Climber in the girl's bathroom sexually assaulting her classmates.
• 34:41
  Speaker 3: I'm going to turn off my camera for a second,
• 34:43
  Speaker 3: give me a second, Okay.
• 34:44
  Speaker 1: No problem, and I would just keep reading in the meantime.
• 34:48
  Speaker 1: So so, the Biden administration initially sought to remove those questions,
• 34:53
  Speaker 1: saying it wanted to avoid data duplication, but it backtracked
• 34:57
  Speaker 1: after fierce criticism it was doing as a sop to
• 35:01
  Speaker 1: teachers unions.
• 35:03
  Speaker 2: Consequently, Oh, yeah, no.
• 35:05
  Speaker 3: That could be the case, too, right, But I do
• 35:09
  Speaker 3: actually think that it's not so much a matter of
• 35:12
  Speaker 3: teachers unions. I think it's probably a trans issue thing.
• 35:16
  Speaker 2: That's yeah, that's probably right too.
• 35:19
  Speaker 1: Consequently, the question will be included on future questionnaires. But
• 35:24
  Speaker 1: as of today, the Department of Education has no data,
• 35:27
  Speaker 1: a spokesman told RCI so.
• 35:29
  Speaker 2: They have no data Department of Education.
• 35:32
  Speaker 1: These days, from Portland, Maine to Portland, Oregon, even a
• 35:35
  Speaker 1: cursory review of local news reporting brings disquieting revelations of
• 35:39
  Speaker 1: teachers accused of or arrested for alleged sexual relations with
• 35:44
  Speaker 1: a student. And you know, if you guys watch the
• 35:47
  Speaker 1: news show I've taken a break from reporting on those
• 35:50
  Speaker 1: because it's a little black pilling to oh, here's a
• 35:53
  Speaker 1: teacher rape for student, a teacher rape for student, and
• 35:56
  Speaker 1: they don't yeah, and they don't real time, or they
• 36:01
  Speaker 1: or they just go do community service, or they pay
• 36:04
  Speaker 1: a fine, or they just relocate and then they start
• 36:06
  Speaker 1: teaching somethlace else. You know, like there's a lot of
• 36:09
  Speaker 1: this that happens and you just want to but if
• 36:11
  Speaker 1: you want to see watch the news show. I might
• 36:15
  Speaker 1: start looking for those cases again in light of this
• 36:18
  Speaker 1: new information, because like when this was going on in
• 36:22
  Speaker 1: the Catholic Church, it was a gigantic scandal.
• 36:24
  Speaker 2: Everyone knew about it because.
• 36:26
  Speaker 3: It was men doing it. Brian, Yes, men doing it.
• 36:32
  Speaker 5: Right.
• 36:32
  Speaker 1: It was super gay and the Boy Scouts too, And
• 36:36
  Speaker 1: I mean, like I and the scale, this scale of
• 36:40
  Speaker 1: what's happening here is way more than what happened to
• 36:43
  Speaker 1: the Catholic Church or the Boy Scouts. So why doesn't
• 36:45
  Speaker 1: it have the same stigma. Obviously it's because it's women
• 36:48
  Speaker 1: who are the offenders, and it's education. Like these people
• 36:53
  Speaker 1: are very protective of public education because it is their
• 36:56
  Speaker 1: tool of the indoctrination. And you know, the thing is too,
• 37:01
  Speaker 1: is that they're only talking about the sexual assaults that
• 37:05
  Speaker 1: happen in school, but it doesn't really include the grooming
• 37:10
  Speaker 1: and the queering and transing of children, you know, by
• 37:14
  Speaker 1: teaching them that like that's not included. So like it's
• 37:16
  Speaker 1: worse than that. I mean, it's and it's not just
• 37:20
  Speaker 1: public education. I know James Lindsay he did he did
• 37:24
  Speaker 1: a great video about how this ideology queer theory and
• 37:29
  Speaker 1: like what's the uh, I can't remember his name, Paolo Fieri,
• 37:33
  Speaker 1: you know that is just like a Marxist professor from
• 37:38
  Speaker 1: South America. He basically is the He's called like one
• 37:41
  Speaker 1: of the fathers of queer theory, you know, along with
• 37:44
  Speaker 1: Kinsey and John Money.
• 37:47
  Speaker 2: Anyway, he had this.
• 37:48
  Speaker 1: Whole thing that was like a new way of teaching
• 37:52
  Speaker 1: children that is about essentially, you know, trying to indoctrinate
• 37:57
  Speaker 1: them into queer studies. And when I say queer, and
• 38:02
  Speaker 1: I don't have to I should not have to say
• 38:03
  Speaker 1: this again, but some people think I mean gay. It
• 38:06
  Speaker 1: doesn't mean gay. Queer means and identity without an essence.
• 38:09
  Speaker 1: It is essentially going against anything that is considered the
• 38:14
  Speaker 1: norm or the hegemony, right, so.
• 38:17
  Speaker 3: They and gay is normal now, I'm sorry, but gay right,
• 38:23
  Speaker 3: So we're just going to have to keep pushing that
• 38:25
  Speaker 3: fucking envelope all the way off a cliff, right, if
• 38:28
  Speaker 3: we're going to keep finding queerness everywhere. Yeah, now, it's
• 38:31
  Speaker 3: like freaking girls who wear cat tails and cat ears
• 38:35
  Speaker 3: to school and only talking mews, right like, I'm sorry.
• 38:43
  Speaker 2: Oh no, we're not done yet. It's going to get weirder.
• 38:47
  Speaker 3: Oh god.
• 38:50
  Speaker 1: So anyway, Yeah, I just wanted up to make a
• 38:53
  Speaker 1: mention of that, that that this is only talking about
• 38:56
  Speaker 1: sexual assault.
• 38:56
  Speaker 2: I think schools, like.
• 38:58
  Speaker 1: If you guys have kids, and also private schools and
• 39:03
  Speaker 1: charter schools, they're not much better because it's not about
• 39:07
  Speaker 1: where the money comes from. It's about the ideas that
• 39:09
  Speaker 1: are spread. And we're talking about at least two generations
• 39:13
  Speaker 1: of teachers who have learned in this same system that
• 39:17
  Speaker 1: think it is in fact, the best way forward, and
• 39:20
  Speaker 1: so they just bring that into their own you know, curriculum,
• 39:24
  Speaker 1: and they teach those students, and some of those students
• 39:27
  Speaker 1: will become teachers and they will carry that forward. So yeah,
• 39:31
  Speaker 1: just homeschool your kids.
• 39:33
  Speaker 3: Yeah no, if my kids were little right now, I'd
• 39:35
  Speaker 3: homeschool them yeah, right, Like I wouldn't put them in
• 39:42
  Speaker 3: a private school.
• 39:44
  Speaker 2: No, no, I wouldn't do that. The one.
• 39:47
  Speaker 1: I guess there are people creating like online only university.
• 39:51
  Speaker 1: I know Jordan Peterson is working on one, but I
• 39:53
  Speaker 1: don't think he's the only one. I think a lot
• 39:54
  Speaker 1: of people are doing like online universities independent of school.
• 40:00
  Speaker 2: They may not be great in terms of socialization because
• 40:03
  Speaker 2: you're online.
• 40:04
  Speaker 1: But at least in terms of not getting your kid
• 40:07
  Speaker 1: turned into like a gay race communist, I think it's
• 40:09
  Speaker 1: pretty good.
• 40:11
  Speaker 3: Oh no, But even when I was a kid, there
• 40:13
  Speaker 3: was like correspondence school. Like I took Grade eleven Social Studies.
• 40:21
  Speaker 3: I repeated it by correspondence because my social studies teacher
• 40:29
  Speaker 3: was like a raging, freaking communist, and I kept on
• 40:34
  Speaker 3: pointing out the flaws in his reasoning in front of
• 40:38
  Speaker 3: the class, and so he, uh he docked me Marx
• 40:43
  Speaker 3: for attitude.
• 40:46
  Speaker 2: I couldn't imagine why.
• 40:48
  Speaker 3: Yeah yeah, So then I took it by correspondence and
• 40:52
  Speaker 3: I think I got like ninety eight percent in the
• 40:55
  Speaker 3: course overall, and showed it to my disciplinarian vice principal. God.
• 41:06
  Speaker 3: I forget what his name was, Spanky or something, but
• 41:12
  Speaker 3: I showed I showed my report my report card to him,
• 41:15
  Speaker 3: and and I was like, you know that that teacher,
• 41:20
  Speaker 3: you know he just had I told you, he just
• 41:22
  Speaker 3: had a thing against me. Sad way, mister sadoway, mister yeah,
• 41:32
  Speaker 3: I was always sad when he was away.
• 41:35
  Speaker 1: Not really, not really, Okay, Well, let's look at the
• 41:40
  Speaker 1: rest of this article. They name a few other examples,
• 41:43
  Speaker 1: but I just wanted to point out before I read
• 41:45
  Speaker 1: into them that we cover multiple cases of women. It's
• 41:49
  Speaker 1: mostly women, and we basically in every case that we've covered,
• 41:53
  Speaker 1: But because the majority of teachers are women, that's kind
• 41:56
  Speaker 1: of just how it's.
• 41:57
  Speaker 2: Going to shape shake out.
• 41:59
  Speaker 1: But in calif Fifornia, multiple students file a lawsuit against
• 42:02
  Speaker 1: a male music teacher who had taught at three different
• 42:04
  Speaker 1: schools in the San Jose area. The teacher is already
• 42:07
  Speaker 1: serving prison time for previous convictions in sexual misconduct cases
• 42:11
  Speaker 1: with students.
• 42:12
  Speaker 2: Why does he keep getting work?
• 42:13
  Speaker 1: In New Jersey, a female middle school teacher was arrested
• 42:16
  Speaker 1: for alleged ongoing sexual relationship with a student.
• 42:20
  Speaker 2: So I was a female teacher.
• 42:21
  Speaker 1: In Texas, a male teacher was arrested for allegedly having
• 42:24
  Speaker 1: a sexual affair with a twelve year old student. In Illinois,
• 42:28
  Speaker 1: a female substitute teacher faces charges of grooming and predatory
• 42:33
  Speaker 1: criminal sexual assault for an alleged relationship with a sixth grader.
• 42:37
  Speaker 1: In Washington, the arrest of a male high school teacher
• 42:40
  Speaker 1: on charges of sexual misconduct with a minor represented a
• 42:45
  Speaker 1: repeat nightmare for a school district that previously had a
• 42:49
  Speaker 1: psychologist convicted on.
• 42:50
  Speaker 2: The same charges.
• 42:52
  Speaker 1: And just that weekend, a thirty six year old New
• 42:54
  Speaker 1: Jersey teacher, a woman, was arrested on multiple assault charges
• 42:58
  Speaker 1: involving a sexual relationship with a teenage student. These stories
• 43:02
  Speaker 1: hold a lurid appeal to some Sensational accounts of seductions
• 43:06
  Speaker 1: of students by teachers, typically by high school female teachers,
• 43:10
  Speaker 1: are tabloid catnip.
• 43:11
  Speaker 2: This is true, and that's what it is.
• 43:14
  Speaker 1: Like, it's a lot of like younger they're either teachers
• 43:18
  Speaker 1: or they're like teachers' aides in high school.
• 43:20
  Speaker 3: They're not, they're they're not. They're not Randy Wine gardens.
• 43:24
  Speaker 2: No, nope, no they're not.
• 43:27
  Speaker 3: No, no, they're attractive young female teachers that male students
• 43:32
  Speaker 3: would have a crush on.
• 43:34
  Speaker 2: Yeah yeah, so yeah.
• 43:39
  Speaker 1: So anyway, the topic has provided material for stand up comics,
• 43:43
  Speaker 1: Hollywood writers, and pop tunes that didn't begin or end
• 43:46
  Speaker 1: with Van Halen's nineteen eighty four hit Hot for Teacher.
• 43:49
  Speaker 1: But experts who track the problem don't take the problem lightly.
• 43:53
  Speaker 1: Pointing to research from Hofstra University that found roughly one
• 43:58
  Speaker 1: in ten students in K through twelve schools have suffered
• 44:01
  Speaker 1: some form of sexual misconduct by an educator, Terry Miller,
• 44:05
  Speaker 1: head of the advocacy group SESAME, which stands for Stop
• 44:09
  Speaker 1: Educator Sexual Abuse, Misconduct and Exploitation, said the number of
• 44:13
  Speaker 1: victims is staggering. The rate of educator sexual misconduct is
• 44:17
  Speaker 1: ten times higher in one year's time than in five
• 44:20
  Speaker 1: decades of abuse by clergy.
• 44:22
  Speaker 2: Let me read that again.
• 44:24
  Speaker 1: The rate of educator sexual misconduct is ten times higher
• 44:29
  Speaker 1: in one year's time than in fifty years of abuse
• 44:34
  Speaker 1: by clergy. Ten times higher in one year.
• 44:39
  Speaker 3: Yeah, well it's is it is she talking about the
• 44:42
  Speaker 3: rate or the incidents.
• 44:43
  Speaker 2: Because the rate she says the rate.
• 44:45
  Speaker 3: Well, but people use that interchangeably a lot. I don't know,
• 44:50
  Speaker 3: you know, like you eat, okay, ten times higher in
• 44:53
  Speaker 3: one year? Well, how many more kids are in school
• 44:56
  Speaker 3: than are in the Catholic church and in a position
• 44:59
  Speaker 3: to be abused at Sunday School or you know, as
• 45:02
  Speaker 3: an altar boy. Right, so you know you're kind of
• 45:06
  Speaker 3: looking at you know this, this could just the rates
• 45:09
  Speaker 3: may be the same. But I mean, she she could
• 45:13
  Speaker 3: she could be using you know, there's a rate of
• 45:16
  Speaker 3: speed which is like one hundred kilometers an hour. There's
• 45:20
  Speaker 3: also a rate of acceleration, right, and then you compare
• 45:24
  Speaker 3: rates and you know, like it's it's a lot of
• 45:27
  Speaker 3: people don't really use the terminology correctly. So she could
• 45:31
  Speaker 3: be talking about just like raw numbers of incidents.
• 45:35
  Speaker 1: Yeah, that's what I am trying to be careful of.
• 45:38
  Speaker 1: I'm not going to make a case in defense of
• 45:40
  Speaker 1: the Catholic Church. But I don't even know if That's
• 45:44
  Speaker 1: why I said in the beginning of the outset, like
• 45:46
  Speaker 1: I don't know if I can trust these statistics, because
• 45:48
  Speaker 1: I don't trust statistics at all that much these days
• 45:52
  Speaker 1: because of how you know, they get used. But that
• 45:55
  Speaker 1: still sounds like a lot and I wonder if it
• 45:57
  Speaker 1: also I wonder if it includes Catholic school, like when
• 46:00
  Speaker 1: they talk about abused by clergy, because aren't Catholic.
• 46:03
  Speaker 2: I have never been to a Catholic school. But are
• 46:06
  Speaker 2: Catholic schools.
• 46:07
  Speaker 3: No teachers Teachers at Catholic schools don't They aren't clergy, right,
• 46:12
  Speaker 3: you know, Like I've been to my cousins went to
• 46:18
  Speaker 3: Catholic school. My husband went to a Catholic school for
• 46:22
  Speaker 3: a while, and uh, and yeah, no, the teachers are
• 46:26
  Speaker 3: just everyday teachers.
• 46:27
  Speaker 2: They're just teachers.
• 46:28
  Speaker 3: Don't even necessarily have to be Catholic, right, But you
• 46:32
  Speaker 3: do have a religion class, right that you know is
• 46:36
  Speaker 3: a you know, mandatory and that's generally taught by somebody
• 46:40
  Speaker 3: who's like Catholic clergy, right you know. But but yeah, no,
• 46:49
  Speaker 3: that the math teacher isn't necessarily a priest, right, Like,
• 46:53
  Speaker 3: it's not just taught by priests and nuns at least.
• 46:56
  Speaker 1: I just had this image Catholic schools being you know,
• 47:01
  Speaker 1: staffed by nuns with rulers you.
• 47:07
  Speaker 3: Know, maybe back in the day, but you know, like
• 47:10
  Speaker 3: it's those generally, you know the reason for Catholic schools,
• 47:14
  Speaker 3: the reason for religious schools was generally because public schools
• 47:20
  Speaker 3: were well, weren't available, right, like they Catholic school was
• 47:29
  Speaker 3: was public school, right, because all the other schools were
• 47:34
  Speaker 3: private because we didn't have a public school system was
• 47:38
  Speaker 3: paid for by the taxpayers. So you either sent your
• 47:40
  Speaker 3: kids to private school and paid yourself, or your kids
• 47:44
  Speaker 3: went to Catholic school, which was paid for by the
• 47:48
  Speaker 3: church and was primarily staffed by volunteers from the church. Right,
• 47:53
  Speaker 3: So like that's that was the origins of that, but
• 47:56
  Speaker 3: that's not what it is today.
• 47:59
  Speaker 1: Okay, all right, well yeah, so again the statistics sounds shocking,
• 48:05
  Speaker 1: but it might be a little bit, you know, it
• 48:09
  Speaker 1: might not be what it sounds like. So the rate
• 48:12
  Speaker 1: of I'll just read it one more time. The rate
• 48:13
  Speaker 1: of educator sexual misconduct is ten times higher in one
• 48:17
  Speaker 1: year's time than in five decades of abuse by clergy,
• 48:21
  Speaker 1: Miller said, noting that in twenty twenty one, the US
• 48:24
  Speaker 1: Conference of Catholic Bishops reported it had received nearly four
• 48:28
  Speaker 1: three hundred sexual abuse allegations. Another striking contrast is we
• 48:33
  Speaker 1: are not mandated to send our children to church.
• 48:36
  Speaker 2: We are mandated to send them to school. I mean,
• 48:40
  Speaker 2: that's true.
• 48:41
  Speaker 1: That's another reason why there's more kids in school too,
• 48:44
  Speaker 1: because they have to go. The extent of the problem
• 48:48
  Speaker 1: may shock many Americans. The topic has long been shrouded
• 48:51
  Speaker 1: by a curtain held by various actors in the drama.
• 48:55
  Speaker 1: Schools reluctant to go public with embarrassing and possibly criminal activity.
• 49:00
  Speaker 1: Unions fighting for members is privacy, So the unions are
• 49:04
  Speaker 1: protecting the accused, I can assume, and sometimes state laws
• 49:09
  Speaker 1: that protect it, and a government reluctant to ask hard
• 49:13
  Speaker 1: questions that would gather reliable data. So it's like a
• 49:17
  Speaker 1: combination of things. Right, So you got you know, the
• 49:21
  Speaker 1: schools don't want to talk about it because it's going
• 49:24
  Speaker 1: to ruin their name.
• 49:25
  Speaker 2: This is the issue at colleges.
• 49:27
  Speaker 1: This is why they do everything in these sort of
• 49:29
  Speaker 1: kangaroo courts, you know, when allegations come out on universities
• 49:33
  Speaker 1: because they don't want to give the university a bad name.
• 49:35
  Speaker 2: They're worried about, you.
• 49:37
  Speaker 1: Know, whether or not they're not going to get new
• 49:40
  Speaker 1: members or applicants. Schools reluctant to go public with them. Yeah,
• 49:45
  Speaker 1: like I read that unions fighting for members privacy. I
• 49:48
  Speaker 1: don't know, Like, I mean, I guess it makes sense
• 49:51
  Speaker 1: that you want to do that, but what is the union?
• 49:54
  Speaker 1: How do they benefit from that? Are they just saying, oh,
• 49:56
  Speaker 1: this is what we do or oh it's.
• 49:59
  Speaker 3: Okay, let me let me give you up. Okay, So
• 50:02
  Speaker 3: there was this woman in Nova, Scotia. She was a
• 50:09
  Speaker 3: a continuing care nurse, right, you know, like in a
• 50:14
  Speaker 3: nursing home. Right. I forget what her waggart or something
• 50:22
  Speaker 3: like that, but I forget, I forget what her name is. Honestly,
• 50:27
  Speaker 3: there's just so many fucking names in my brain right now.
• 50:31
  Speaker 3: But anyway, she she killed. She killed a bunch of
• 50:37
  Speaker 3: patients who was addicted to opioids, right, which she was
• 50:40
  Speaker 3: stealing from the medicine cabinet, and several patients died on
• 50:45
  Speaker 3: her watch. She was a night nurse, and several patients
• 50:49
  Speaker 3: died on her watch because she either didn't give them
• 50:52
  Speaker 3: medication or didn't wasn't she was too stone to react
• 50:57
  Speaker 3: to an alarm, or or she overdosed them, right, And
• 51:04
  Speaker 3: they figured out it was an accidental overdose because she
• 51:07
  Speaker 3: was addicted. And so her she was fired and then
• 51:15
  Speaker 3: her union came to her defense. Right, you can't leave
• 51:20
  Speaker 3: this woman. You know she's going to be destitute, right
• 51:23
  Speaker 3: because it says on her employment record that she was fired. Right,
• 51:28
  Speaker 3: And so you know, we're willing to negotiate, and we're
• 51:33
  Speaker 3: willing to not sue you. Okay, if you just put
• 51:38
  Speaker 3: that she was that she left of her own volition
• 51:42
  Speaker 3: because she was pursuing new career opportunities on her on
• 51:49
  Speaker 3: her termination slip, And so they did. And then she
• 51:54
  Speaker 3: went on and killed like six more people and attempted
• 51:57
  Speaker 3: to kill eight others. You know, these are her patients,
• 52:03
  Speaker 3: the most vulnerable people. And it's like, it's what the
• 52:10
  Speaker 3: union does, right, Like they protect their members no matter
• 52:15
  Speaker 3: what right they try and get. They're like lawyers. They're
• 52:18
  Speaker 3: like lawyers, and you know, like, okay, you might know
• 52:21
  Speaker 3: that you know your client as a lawyer, your client
• 52:25
  Speaker 3: killed six people in cold blood, and your job is
• 52:30
  Speaker 3: to without lying right and without suborning perjury, okay, because
• 52:37
  Speaker 3: those are the two things that you're not allowed to
• 52:39
  Speaker 3: do right to get him the best deal possible might
• 52:47
  Speaker 3: because everybody deserves a defense, right, and unions take that
• 52:53
  Speaker 3: to a whole other level. And so yeah, no, the
• 52:58
  Speaker 3: union threatened to sue the nursing home basically changed her
• 53:05
  Speaker 3: employment termination record, and she got another job at another
• 53:11
  Speaker 3: nursing home and killed more people.
• 53:16
  Speaker 1: Of course, the union covered for her, and so and
• 53:20
  Speaker 1: what does the union get out of that?
• 53:21
  Speaker 2: How do they benefit?
• 53:23
  Speaker 3: Well, they benefit with union dues, and if they didn't
• 53:26
  Speaker 3: protect their members as vigorously as possible, then you know,
• 53:30
  Speaker 3: what's the point of having a union.
• 53:32
  Speaker 1: Right, So they're doing it to maintain their own relevancy
• 53:36
  Speaker 1: and yewer justify themselves and also, yeah, continue to have
• 53:43
  Speaker 1: to stay as powerful as.
• 53:45
  Speaker 3: They are well and as with full pockets, right I mean,
• 53:52
  Speaker 3: and like everything, it can go overboard, in which case
• 53:56
  Speaker 3: the company will do restructuring and the union will go
• 53:58
  Speaker 3: by by and everybody will suffer, right, All of the
• 54:03
  Speaker 3: good employees will suffer along with the shitty ones that
• 54:07
  Speaker 3: were protected unjustifiably by the union. But you know, it's
• 54:14
  Speaker 3: just one of those weird things about unions. I mean,
• 54:16
  Speaker 3: my husband's in a union right now, and and he
• 54:22
  Speaker 3: describes it as very weird, you know, like, yeah, they
• 54:27
  Speaker 3: protect people who do like they preserve the employment of
• 54:30
  Speaker 3: people who do nothing, and not only just people who
• 54:33
  Speaker 3: do nothing, but people who are counter productive, who actually
• 54:37
  Speaker 3: put obstacles in the way of other people actually getting
• 54:41
  Speaker 3: anything done, right, And they put up with that. They
• 54:45
  Speaker 3: tolerate that because you try to fire anyone, just try,
• 54:52
  Speaker 3: you know, like you can say, go sitting in the
• 54:55
  Speaker 3: corner and play Bomberman. All day and stay out of
• 54:58
  Speaker 3: everybody's way and will keep paying you. Right, But people
• 55:03
  Speaker 3: don't take kindly to that, and they'll make a complaint
• 55:05
  Speaker 3: even if you tell them that, just sit on your asshole, Dan,
• 55:09
  Speaker 3: do nothing, and we'll pay you for the next twelve
• 55:12
  Speaker 3: years until retirement. And they won't tolerate that because then
• 55:16
  Speaker 3: it's like, you know, wow, are you saying that I'm useless? Well,
• 55:19
  Speaker 3: yeah you are. You're worse than useless, right.
• 55:24
  Speaker 1: Yeah, you're making everybody's life harder in the year.
• 55:27
  Speaker 3: You're worse than a plodded plant. Yeah, you're a poisonous plant.
• 55:32
  Speaker 2: You're like poison oak.
• 55:34
  Speaker 1: Yeah, okay, so so yeah, the unions are covering again,
• 55:41
  Speaker 1: probably for the reasons you described, but they're claiming it's
• 55:45
  Speaker 1: for members privacy and sometimes state laws are protected and
• 55:50
  Speaker 1: a government is reluctant to ask hard questions that would
• 55:53
  Speaker 1: gather reliable data because Orange man bad. But the cases
• 55:58
  Speaker 1: the tactics often used to cover them up had become
• 56:00
  Speaker 1: common enough to earn an ugly nickname called passing The trash.
• 56:06
  Speaker 1: Department of Education does not, and never has, track sexual
• 56:10
  Speaker 1: misconduct committed by adults against students, says Billie Joe Grant,
• 56:13
  Speaker 1: a professor at California's poly State University, was one of
• 56:17
  Speaker 1: the nation's top researchers on the topic. So the Department
• 56:20
  Speaker 1: of Education doesn't track sexual misconduct committed by adults against.
• 56:25
  Speaker 3: Students, well committed by staff, right.
• 56:29
  Speaker 2: Yeah, well that's what they mean.
• 56:31
  Speaker 1: I guess it was random, random homeless guy in the
• 56:33
  Speaker 1: back of the school, they probably like just you know,
• 56:37
  Speaker 1: there'd be a file.
• 56:38
  Speaker 3: But well, no, if it was random homeless guy in
• 56:41
  Speaker 3: back of the school, you wouldn't expect them to track that, right, right.
• 56:45
  Speaker 3: But if it's you know, like so there, the DOE
• 56:49
  Speaker 3: is is tracking student on student sexual assault, that's it, right.
• 56:56
  Speaker 1: And even then it's probably just when it's a male
• 57:01
  Speaker 1: and a female victim.
• 57:03
  Speaker 3: Well, because male male victims don't tend to report. So
• 57:09
  Speaker 3: I'm pretty sure they do track male victims and female offenders,
• 57:14
  Speaker 3: but in most cases, male victims don't tend to report that.
• 57:19
  Speaker 3: Like I I just remember this one case where there
• 57:23
  Speaker 3: was like two students had drunk sex and both were
• 57:29
  Speaker 3: pretty sure the other would regret it. And the guy
• 57:33
  Speaker 3: got to the dean's office faster in the morning than
• 57:39
  Speaker 3: the girl did, and he reported it. Yeah, and then
• 57:44
  Speaker 3: then she was, she was the defendant and she was
• 57:47
  Speaker 3: on the wrong side of the accusation, and uh and
• 57:51
  Speaker 3: she was, and they wrote a big article. It was
• 57:53
  Speaker 3: like such a sob story about you know, how how
• 57:56
  Speaker 3: dare this happen to her? I swear to go if
• 58:00
  Speaker 3: you pee on that wall. I washed a wall today,
• 58:08
  Speaker 3: And he's like, this is mine Virgin territory. I need
• 58:14
  Speaker 3: to mark this.
• 58:18
  Speaker 2: All right. Yeah, So.
• 58:22
  Speaker 1: Doe has never aggressively worked to stop teachers, unions, and
• 58:26
  Speaker 1: administrators from passing the trash, which is what we just
• 58:30
  Speaker 1: called the nickname for what that is.
• 58:32
  Speaker 2: Where no one wants to confront this, She told r C.
• 58:36
  Speaker 1: I Doe does not hold accountable the many enablers who
• 58:40
  Speaker 1: have created a pool of mobile molesters in our school's nationwide.
• 58:45
  Speaker 2: Your question should include why why? Why? Oh I have
• 58:49
  Speaker 2: a sound for that? Why? Why? Why you know that
• 58:53
  Speaker 2: you know that the preacher? Wait? Where is it?
• 58:58
  Speaker 1: I do have it, but I don't know where it is.
• 59:01
  Speaker 1: Maybe it's under rage. I think it's in my rage folder.
• 59:04
  Speaker 1: I have a rage folder for when we get upset.
• 59:07
  Speaker 2: Yeah, right, what what? Why?
• 59:19
  Speaker 1: Grant and Miller attended a Department of Education conference on
• 59:22
  Speaker 1: the topic in DC and October tweent nineteen and it
• 59:25
  Speaker 1: was out of that meeting that its Office for Civil
• 59:27
  Speaker 1: Rights decided to ask more specific question in its civil
• 59:31
  Speaker 1: rights data collections. According to Miller, and while the government
• 59:34
  Speaker 1: may be groping toward more clarity, as a DOE official
• 59:38
  Speaker 1: acknowledged having no data the department would make public, he
• 59:42
  Speaker 1: insisted the matter is viewed with concerns.
• 59:45
  Speaker 2: So even though this DOE.
• 59:47
  Speaker 1: Official said, you know, we don't have any data, but
• 59:51
  Speaker 1: we're told no, no, no, no, no, he insisted, the matter.
• 59:54
  Speaker 3: Is acknowledged acknowledged having no data. Quote, yeah, the department
• 1:00:00
  Speaker 3: make public.
• 1:00:01
  Speaker 2: Yeah, the Department would make public, right, important detail.
• 1:00:05
  Speaker 3: We have the data, They're just not going to disclose it, right, So.
• 1:00:13
  Speaker 2: Let me let's keep going. But this is it's getting
• 1:00:16
  Speaker 2: a little bit darker as I go along.
• 1:00:18
  Speaker 1: So in two thousand and four, then Hopstra Professor Carroll
• 1:00:23
  Speaker 1: shake Shaft.
• 1:00:29
  Speaker 3: Why didn't she just change your name to dick slapper,
• 1:00:33
  Speaker 3: dick swinger? Uh no, shafted Shaft.
• 1:00:42
  Speaker 1: Shake Shaft, that's her name, okay. In two thousand and
• 1:00:48
  Speaker 1: in regards to this story.
• 1:00:50
  Speaker 2: It's I don't know, okay. God has a sense of humor,
• 1:00:54
  Speaker 2: God has said, and.
• 1:00:56
  Speaker 3: All we need is a is a coburn, which is
• 1:00:59
  Speaker 3: still awkburn, all right.
• 1:01:04
  Speaker 1: In two thousand and four, then Hofstra professor Carrol Shakeshaft
• 1:01:08
  Speaker 1: did a report for the DOE that assessed the data
• 1:01:10
  Speaker 1: available on the topic from a handful of regional studies
• 1:01:14
  Speaker 1: and media reports. Shake Shafts report found some broad parameters
• 1:01:18
  Speaker 1: of the problem. For example, while stories involving female teachers
• 1:01:23
  Speaker 1: may be more titillating and gain more media attention, about
• 1:01:28
  Speaker 1: two thirds of the predators in school are male. While
• 1:01:33
  Speaker 1: no region seems to be immune from the problem, about
• 1:01:37
  Speaker 1: half of the reported incidents occurred in Southern states.
• 1:01:40
  Speaker 2: Shake shifts.
• 1:01:41
  Speaker 1: Shake Shafts report found most of the victims are female
• 1:01:44
  Speaker 1: fifty six percent, and the majority of incidents involve high
• 1:01:48
  Speaker 1: school's sixty two percent.
• 1:01:50
  Speaker 3: Oh well, that's a relief.
• 1:01:53
  Speaker 2: So about two thirds of the predators are male.
• 1:01:56
  Speaker 3: Yes, so at least we're talking kids fifteen and older, right,
• 1:02:02
  Speaker 3: I mean it's still not great, but.
• 1:02:04
  Speaker 1: Well, only sixty two percent, so there's actually a significant
• 1:02:09
  Speaker 1: that are not in high school.
• 1:02:11
  Speaker 3: Like right, yeah, no, thirty eight.
• 1:02:16
  Speaker 2: Yeah, thirty eight.
• 1:02:17
  Speaker 3: Yeah, but it's but no, it's it's like Okay, two
• 1:02:25
  Speaker 3: thirds of the predators in schools are male. I still
• 1:02:29
  Speaker 3: I don't trust this number. And the reason I don't
• 1:02:33
  Speaker 3: trust this number is because male victims under report compared
• 1:02:39
  Speaker 3: to female ones, and people don't believe them when they
• 1:02:44
  Speaker 3: say that they've been victimized, and often they don't even
• 1:02:47
  Speaker 3: think they've been victimized. Remember what's his name? Chris? Was
• 1:02:51
  Speaker 3: it Chris Brown? Right, bragging about how he lost his
• 1:02:55
  Speaker 3: virginity at eight years old?
• 1:02:59
  Speaker 2: Uh, the Chris Brown, the celebrity.
• 1:03:03
  Speaker 3: Chris Brown, the.
• 1:03:06
  Speaker 2: Guy who hit the guy who beat up Rihanna.
• 1:03:08
  Speaker 3: Yeah, it was him or someone similar to him, someone
• 1:03:13
  Speaker 3: kind of similarly situated. Might have been jay Z.
• 1:03:18
  Speaker 2: Actually, there's there, there's a lot. There's a lot of.
• 1:03:22
  Speaker 1: There are a number of celebrity black men who have
• 1:03:27
  Speaker 1: stories of sexual experiences that they treat as a boast.
• 1:03:32
  Speaker 2: But they were like really young when they happen.
• 1:03:34
  Speaker 1: Yeah and ten, like a ten twelve, And a lot
• 1:03:39
  Speaker 1: of times it's with like an aunt.
• 1:03:41
  Speaker 2: So it's not just rape. It's incess.
• 1:03:44
  Speaker 3: Yeah No, and it's it's not and it's it's with
• 1:03:46
  Speaker 3: somebody who's substantially older. I mean, like I'm my first
• 1:03:50
  Speaker 3: sexual or you know kind of makeout session, right, you
• 1:03:54
  Speaker 3: know when I was I think I was eleven, right,
• 1:03:58
  Speaker 3: But it was within eleven year old boy, right, It
• 1:04:02
  Speaker 3: wasn't with It wasn't with an adult, you know, or
• 1:04:07
  Speaker 3: or an eighteen year old, so you know it's or
• 1:04:11
  Speaker 3: a seventeen year old. It was with somebody who was
• 1:04:14
  Speaker 3: like seriously older than me.
• 1:04:16
  Speaker 2: Right.
• 1:04:17
  Speaker 1: Somebody in the chat said that Joe Rogan said that
• 1:04:19
  Speaker 1: he lost his virginity at thirteen to a woman who
• 1:04:21
  Speaker 1: was thirty. So but but if you asked him if
• 1:04:25
  Speaker 1: he was raped, he would say no, and in fact,
• 1:04:27
  Speaker 1: he would think you were like being ridiculous, Yeah, being ridiculous, right, yeah,
• 1:04:33
  Speaker 1: But I mean if we don't think it's if if
• 1:04:38
  Speaker 1: he was a girl and it was a man, like like,
• 1:04:42
  Speaker 1: you know.
• 1:04:43
  Speaker 3: There's no question that that was exploitation, that that was
• 1:04:49
  Speaker 3: at least an adult taking advantage of someone who was vulnerable, right,
• 1:04:58
  Speaker 3: And you know, like so you think, I think I
• 1:05:02
  Speaker 3: don't trust these numbers because of that skew in our
• 1:05:08
  Speaker 3: thinking in terms of you know, what happens when a
• 1:05:13
  Speaker 3: thirty year old woman seduces a thirteen year old or
• 1:05:19
  Speaker 3: an eleven year old male, Right, Well, that's just a fling.
• 1:05:24
  Speaker 3: It's seduction, it's hot for teacher, it's whatever, whatever, And
• 1:05:27
  Speaker 3: the male's the male internalizes that message, right, and so
• 1:05:33
  Speaker 3: he's not going to complain about it as like a
• 1:05:36
  Speaker 3: wrong done to him. He's he's going to think he's
• 1:05:38
  Speaker 3: been blessed, right, like the gods and the angels came
• 1:05:43
  Speaker 3: down and freaking blessed him with this hot thirty year
• 1:05:46
  Speaker 3: old teacher and this sexual experience. And it's like, yeah,
• 1:05:51
  Speaker 3: but you were too young to actually consent to that,
• 1:05:54
  Speaker 3: and that's what the law says. And I mean you
• 1:05:59
  Speaker 3: even look even look at that woman who accused Justin
• 1:06:02
  Speaker 3: Bieber of fathering her kid. Mm hmm remember that, I.
• 1:06:06
  Speaker 2: Do, I do remember that? Yeah.
• 1:06:08
  Speaker 3: Yeah. And then once it was brought to her attention
• 1:06:13
  Speaker 3: that like the alleged sexual encounter that you're describing occurred
• 1:06:19
  Speaker 3: before he was eighteen years old in California, and that's
• 1:06:22
  Speaker 3: the age of consent in California, and you were an
• 1:06:25
  Speaker 3: adult at the time, and so that statutory rape, she
• 1:06:29
  Speaker 3: was just like, oh, yeah, no, it's not his kid.
• 1:06:32
  Speaker 2: Mm hmmm, mm hmm hmm.
• 1:06:36
  Speaker 1: Okay, So yeah, I don't buy these numbers either.
• 1:06:40
  Speaker 2: I don't know what they are. But I think that's
• 1:06:42
  Speaker 2: why this thing.
• 1:06:43
  Speaker 1: From the beginning, I was like, I'm not sure how
• 1:06:45
  Speaker 1: I'm gonna like be how I'm going to feel about
• 1:06:48
  Speaker 1: what data that put forward. And I still feel like
• 1:06:51
  Speaker 1: there's a little bit of let's make this about the
• 1:06:54
  Speaker 1: women so people take this seriously, or the women and
• 1:06:59
  Speaker 1: the girls. So it's like, well, I don't think.
• 1:07:01
  Speaker 3: It's a boy. If it's a boy, you know, like
• 1:07:05
  Speaker 3: two thirds of the perpetrators are male. Yeah, yeah, and
• 1:07:10
  Speaker 3: they're actually being victimized and not just treated to like,
• 1:07:14
  Speaker 3: you know, something special.
• 1:07:17
  Speaker 2: Yeah, exactly.
• 1:07:19
  Speaker 1: So yeah, I struggle with this because in this I've
• 1:07:24
  Speaker 1: done some substitute teaching.
• 1:07:25
  Speaker 2: I know this is anecdotal.
• 1:07:27
  Speaker 1: I don't think it's necessary to make this case, but
• 1:07:29
  Speaker 1: when I worked in the doing subbing here in Virginia,
• 1:07:34
  Speaker 1: I did it for about a year and every school
• 1:07:36
  Speaker 1: I was at, I was like the only male teacher
• 1:07:39
  Speaker 1: and I was a sub you know, and all the
• 1:07:41
  Speaker 1: women were like, oh, it's so good to have a
• 1:07:43
  Speaker 1: man around, you know, Like that's how they were. So
• 1:07:46
  Speaker 1: I mean, and I'm not saying that that kind of
• 1:07:48
  Speaker 1: stuff happens here, although statistically it's likely on some level somewhere.
• 1:07:53
  Speaker 1: But it seems to me that if there is an
• 1:07:55
  Speaker 1: industry that is overwhelmingly majority female and there are incidents
• 1:08:02
  Speaker 1: of sexual assault in that industry, to put it on
• 1:08:06
  Speaker 1: the few men that actually are there, even though I'm
• 1:08:09
  Speaker 1: sure that there are men that are doing it, I'm
• 1:08:11
  Speaker 1: not I'm not denying that at all. It seems like
• 1:08:15
  Speaker 1: you're really trying to, you know, create a framework that
• 1:08:19
  Speaker 1: we look at this through, and I don't think it's
• 1:08:21
  Speaker 1: going to give you the results you want, because like,
• 1:08:24
  Speaker 1: the only way we're going to change it is if
• 1:08:25
  Speaker 1: we hold women as accountable regardless of the context, as
• 1:08:30
  Speaker 1: we do men. And we have to look at the
• 1:08:32
  Speaker 1: possibility that it's you know that women are a part
• 1:08:35
  Speaker 1: of this, but sure, yeah, no.
• 1:08:38
  Speaker 3: But at the same time, when you look at it,
• 1:08:42
  Speaker 3: it's about getting people to actually care. And we all
• 1:08:45
  Speaker 3: know it's not just a zero sum game and it's
• 1:08:50
  Speaker 3: a negative some game, right, And so it's like, if
• 1:08:54
  Speaker 3: we're going to get people to care, it really has
• 1:08:58
  Speaker 3: to be kind of male perpetrator female victim paradigm to
• 1:09:03
  Speaker 3: get anybody to even care to look at it and
• 1:09:06
  Speaker 3: investigate it. And I mean that's probably the biggest indictment
• 1:09:10
  Speaker 3: of our society, you know, right there?
• 1:09:14
  Speaker 2: Yeah, for sure. I'm sure Aaron Pittsy would like to
• 1:09:18
  Speaker 2: have some words.
• 1:09:19
  Speaker 1: All right, I got a rumble rant from Nova Fan
• 1:09:22
  Speaker 1: twenty one. He says, Joe Rogan, you got laid walk
• 1:09:26
  Speaker 1: it off?
• 1:09:27
  Speaker 2: Oh thank you?
• 1:09:28
  Speaker 3: Yeah, yeah, I mean, you know, And then I remember
• 1:09:32
  Speaker 3: his comments on like men's rights activists, you know, well
• 1:09:35
  Speaker 3: they want to draw attention to the rape of men.
• 1:09:38
  Speaker 3: Well you know, well it's men doing it, like so,
• 1:09:40
  Speaker 3: how are they doing anything? And it's like, okay, well,
• 1:09:44
  Speaker 3: number one, even if it was only men raping men,
• 1:09:50
  Speaker 3: which it isn't. But even if it was, right, that
• 1:09:55
  Speaker 3: doesn't mean that justice should be denied to the victctims.
• 1:10:00
  Speaker 3: It doesn't mean that they're not victims, right, And it
• 1:10:06
  Speaker 3: doesn't mean that men's rights activists should should avoid the
• 1:10:11
  Speaker 3: topic because it makes men look bad because it's mostly
• 1:10:15
  Speaker 3: men who are raping men, or it's all men who
• 1:10:18
  Speaker 3: are raping men, because I guess he buys into the
• 1:10:22
  Speaker 3: you can only rape with a penis kind of thing,
• 1:10:26
  Speaker 3: like no, no, like just because something's inconvenient for the
• 1:10:33
  Speaker 3: I guess the pr right the public relations aspect of
• 1:10:38
  Speaker 3: men's rights advocacy doesn't mean you drop it as a topic.
• 1:10:42
  Speaker 3: It doesn't mean you drop it as an issue because
• 1:10:43
  Speaker 3: it is an issue, right.
• 1:10:46
  Speaker 6: Like.
• 1:10:48
  Speaker 3: I'm sorry, but the you know, the the sexual abuse
• 1:10:52
  Speaker 3: of boys in the Catholic Church was an issue for
• 1:10:57
  Speaker 3: men and boys, and it is an issue for men
• 1:11:01
  Speaker 3: and boys, right, And it is and it falls under
• 1:11:06
  Speaker 3: the rubric of advocacy for men and boys, right because
• 1:11:13
  Speaker 3: the victims are boys, and as far as I'm concerned,
• 1:11:18
  Speaker 3: it's likely that the perpetrators are also victims of abuse
• 1:11:25
  Speaker 3: when they were kids. Right, So I mean, like I mean,
• 1:11:29
  Speaker 3: and the Catholic Church. There's a reason why this is
• 1:11:32
  Speaker 3: so concentrated in the Catholic Church, and that's because of
• 1:11:37
  Speaker 3: the vow of celibacy and and the fact that they
• 1:11:44
  Speaker 3: actively recruited gay men into the clergy because it was.
• 1:11:53
  Speaker 2: It was a way way of uh, you know them
• 1:11:57
  Speaker 2: from yeah.
• 1:11:59
  Speaker 3: From sinning. It was like, okay, so you can you
• 1:12:01
  Speaker 3: can be a priest and take a vow of celibacy
• 1:12:05
  Speaker 3: and you will be prevented from sinning. And because it's you,
• 1:12:12
  Speaker 3: you love the sinner, but you hate the sin. And
• 1:12:14
  Speaker 3: so by actively recruiting them into the clergy, they they
• 1:12:20
  Speaker 3: were preventing the sin and loving the sinner, and well
• 1:12:25
  Speaker 3: it didn't work out that great.
• 1:12:27
  Speaker 1: Well it didn't always work out. I'm sure that even
• 1:12:31
  Speaker 1: when it did happen, it wasn't. I doubt it was
• 1:12:33
  Speaker 1: a majority, but I don't know. But yeah, I mean
• 1:12:36
  Speaker 1: to your point about this is another thing that I
• 1:12:39
  Speaker 1: think a lot of these people who give a pass
• 1:12:41
  Speaker 1: to teachers raping their students, and I'm just gonna call
• 1:12:45
  Speaker 1: it raping. They're male students in particular, but any students,
• 1:12:49
  Speaker 1: is that they treat it as it's timilating, it's trivial,
• 1:12:54
  Speaker 1: it's funny, it's cool, whatever.
• 1:12:57
  Speaker 2: But the thing is that it well, yeah, but it's all.
• 1:13:01
  Speaker 1: But it is also a root problem in the people
• 1:13:06
  Speaker 1: who go on to become predatory later is that often
• 1:13:10
  Speaker 1: they have experiences in their own young life. So like,
• 1:13:13
  Speaker 1: if you want to it's just like Aaron Pitsy said,
• 1:13:15
  Speaker 1: That's why I mentioned her. If you want to end
• 1:13:17
  Speaker 1: the cycle of abuse, if you want to end the
• 1:13:19
  Speaker 1: cycle of rape, and I'm not saying it'll ever be
• 1:13:22
  Speaker 1: completely wiped out, because that's not possible. We don't live
• 1:13:25
  Speaker 1: we live on earth, right, But if you want to
• 1:13:28
  Speaker 1: like really cut back you have to address abuse of
• 1:13:32
  Speaker 1: boys with the same energy that bring that same energy
• 1:13:36
  Speaker 1: to that as you do for girls, regardless of you know,
• 1:13:40
  Speaker 1: like treating it as as a nothing burger because boys,
• 1:13:44
  Speaker 1: you know, they wanted it or they liked it, because
• 1:13:46
  Speaker 1: if you had said that about a girl, you'd probably
• 1:13:48
  Speaker 1: like be canceled, wouldn't have a job or whatever.
• 1:13:50
  Speaker 2: But you're also doing.
• 1:13:52
  Speaker 1: That those those boys of favor, because even if they
• 1:13:56
  Speaker 1: think that's what they wanted, it may have a detrimental
• 1:14:00
  Speaker 1: effect on how they view stex and relationships when they
• 1:14:02
  Speaker 1: become adults, and that could become a problem because you know,
• 1:14:06
  Speaker 1: like they're like, I mean, like I said, maybe you'll
• 1:14:09
  Speaker 1: turn out okay, but I don't think that it's worth treating.
• 1:14:13
  Speaker 2: So cavalier to do that.
• 1:14:16
  Speaker 3: I agreed, So all right.
• 1:14:19
  Speaker 2: Anyway back to this.
• 1:14:20
  Speaker 1: So, yeah, they found most of the victims are female
• 1:14:23
  Speaker 1: and the majority of incidents involve high schools.
• 1:14:26
  Speaker 2: The problem is not confined to public schools, although the
• 1:14:28
  Speaker 2: public school.
• 1:14:29
  Speaker 1: Student population dwarfs that of private and parochial schools. Incidents
• 1:14:34
  Speaker 1: of sexual misconduct at tony schools like New York's Horace
• 1:14:37
  Speaker 1: Men or at Saint George's in Rhode Island are two
• 1:14:40
  Speaker 1: of the most publicized examples of the problem. Protecting kids
• 1:14:44
  Speaker 1: in school from inappropriate or criminal sexual activity involving employees
• 1:14:48
  Speaker 1: and students would seem a sure fire winner, but instead
• 1:14:52
  Speaker 1: Devas and her team found it was a political football.
• 1:14:56
  Speaker 1: Union contracts and in many cases state law protect the
• 1:15:00
  Speaker 1: privacy of employees that what that meant, DeVos explained, is
• 1:15:05
  Speaker 1: that even if credible allegations of sexual misconduct were leveled
• 1:15:08
  Speaker 1: against an employee, unless authorities were called in or an
• 1:15:11
  Speaker 1: arrest was made, the alleged perpetrator was often free to
• 1:15:15
  Speaker 1: leave one school and go work in another. YEP, the
• 1:15:20
  Speaker 1: definitions of what constitute sexual misconduct could be broadly construed,
• 1:15:25
  Speaker 1: and the proliferation of social media has not only loosened
• 1:15:28
  Speaker 1: the boundaries of contact.
• 1:15:30
  Speaker 2: Between school employees and students.
• 1:15:32
  Speaker 1: But provided more opportunities for wrongdoers still for the most
• 1:15:36
  Speaker 1: severe conduct. The Trump administration finally introduced on the twenty
• 1:15:41
  Speaker 1: twenty one school year questionnaire specific questions regarding a school
• 1:15:46
  Speaker 1: staff member and rape or attempted rape.
• 1:15:50
  Speaker 2: Answers for the initial year.
• 1:15:51
  Speaker 1: Were optional, as is common with new reporting requirements, and
• 1:15:55
  Speaker 1: the DOE declined to make the results public, but in
• 1:15:58
  Speaker 1: any case, those figures would be hopelessly incomplete because of
• 1:16:03
  Speaker 1: the widespread school closures that were part of the COVID response.
• 1:16:09
  Speaker 1: Even with the new questions, Miller wondered, how clear the
• 1:16:12
  Speaker 1: picture we provide it might be because for now, ocr
• 1:16:16
  Speaker 1: is asking only about incidents that occurred on school grounds.
• 1:16:20
  Speaker 2: That means incidents that happen.
• 1:16:22
  Speaker 1: In a car or in an apartment or anywhere off
• 1:16:25
  Speaker 1: campus would not be included, and that's where the majority
• 1:16:27
  Speaker 1: of these attacks happened.
• 1:16:29
  Speaker 2: She said, oh, yeah, well that's true.
• 1:16:31
  Speaker 1: Yep, because a lot of the stories becover where women
• 1:16:34
  Speaker 1: are banging their students.
• 1:16:36
  Speaker 2: It's they're not doing it in class, No, they're doing.
• 1:16:39
  Speaker 3: It in the school because it's.
• 1:16:41
  Speaker 2: No, they're meeting them.
• 1:16:44
  Speaker 1: They're meeting with them, like and they're going to you know,
• 1:16:47
  Speaker 1: he goes to the teacher's house, or she goes to
• 1:16:50
  Speaker 1: his place.
• 1:16:50
  Speaker 2: Usually he goes to her place.
• 1:16:52
  Speaker 3: Yeah, or they get together in a car.
• 1:16:56
  Speaker 2: Yeah, yeah, exactly.
• 1:17:00
  Speaker 1: So the same problem had confronted one of Devas's top lieutenants,
• 1:17:04
  Speaker 1: Kimberly Ritchie, when she served as chief counsel to the
• 1:17:08
  Speaker 1: school system in Oklahoma. Even in a deeply conservative state,
• 1:17:13
  Speaker 1: Richie found few supporters. When surprised by how many complaints
• 1:17:16
  Speaker 1: were reaching her desk, she approached.
• 1:17:18
  Speaker 2: Lawmakers in Norman about changes.
• 1:17:21
  Speaker 1: I met with resistance from the very beginning, she said,
• 1:17:24
  Speaker 1: And I had complaints ninety five percent of the time
• 1:17:27
  Speaker 1: coming from parents about a school or a teacher, and
• 1:17:31
  Speaker 1: when I contacted them, the teacher would immediately resign, travel
• 1:17:34
  Speaker 1: five miles to the.
• 1:17:35
  Speaker 2: Next district and start working there.
• 1:17:38
  Speaker 1: Whoa Several people who spoke with RCI said teachers' union's
• 1:17:44
  Speaker 1: contracts were a major obstacle to both moving forward with
• 1:17:48
  Speaker 1: credible allegations of sexual misconduct and blocking future school employment
• 1:17:52
  Speaker 1: for alleged perpetrators. Neither the American Federation of Teachers nor
• 1:17:57
  Speaker 1: the National Education Association responded to questions from RCI about
• 1:18:02
  Speaker 1: this topic.
• 1:18:04
  Speaker 2: Teachers aren't the only obstacles to reform.
• 1:18:06
  Speaker 1: Superintendent of Public Education in Oklahoma from twenty eleven to
• 1:18:09
  Speaker 1: twenty fifteen, Janet Barresi said state groups lobbying on behalf
• 1:18:13
  Speaker 1: of school administrators and board members were much more vociferous
• 1:18:16
  Speaker 1: opponents than teachers unions of laws that would force schools
• 1:18:20
  Speaker 1: to disclose information about prior allegations and cases involving school employees,
• 1:18:26
  Speaker 1: so state groups and lobbyists, so lobbying on behalf of
• 1:18:31
  Speaker 1: school administrators and board members.
• 1:18:33
  Speaker 2: So the school board was an.
• 1:18:35
  Speaker 1: Obstacle then, at least in this example.
• 1:18:42
  Speaker 3: Because what happened. Look at what happened in Virginia when
• 1:18:44
  Speaker 3: that guy was arrested at the school board meeting.
• 1:18:48
  Speaker 1: Oh yeah, yeah, I remember, yeah, because his daughter was
• 1:18:52
  Speaker 1: like yeah, in a changing room or a bathroom.
• 1:18:55
  Speaker 3: It was in a bathroom, and she was orally raped
• 1:18:59
  Speaker 3: by a male student in address. And and they just
• 1:19:05
  Speaker 3: quietly moved the male student to a different school, transferred
• 1:19:10
  Speaker 3: him and and and that was that, and just didn't
• 1:19:15
  Speaker 3: do any didn't take any further action. And it's like, oh,
• 1:19:18
  Speaker 3: well that's great, Like I'm sure he's going to find
• 1:19:22
  Speaker 3: another girl he likes at his new school. Mm hm,
• 1:19:26
  Speaker 3: Like I'm just you look at it, and it's like
• 1:19:29
  Speaker 3: they don't want to deal with it. And then the
• 1:19:32
  Speaker 3: dad gets mad and starts yelling, and and then they
• 1:19:37
  Speaker 3: arrest him for I don't know, well, they went to
• 1:19:42
  Speaker 3: arrest him, they grabbed him and then he resisted because
• 1:19:46
  Speaker 3: he didn't even know who was grabbing him from behind.
• 1:19:49
  Speaker 3: Yeah yeah, And then they they're like, oh, you were
• 1:19:52
  Speaker 3: resisting arrest, and it's like yeah, and now he's on
• 1:19:58
  Speaker 3: some fucking terrorist watch with you and me.
• 1:20:01
  Speaker 2: Brian, Yeah, I'm sure that. I'm sure that we all are.
• 1:20:06
  Speaker 2: Actually you guys watching at home are also on a
• 1:20:08
  Speaker 2: watch list. I'm sure.
• 1:20:11
  Speaker 1: Just because we're talking about, you know, boys being raped
• 1:20:14
  Speaker 1: in school.
• 1:20:15
  Speaker 3: You're getting an extra pat down by TSA. Yeah, yeah,
• 1:20:20
  Speaker 3: don't vacation in Europe anytime soon either.
• 1:20:24
  Speaker 1: I want a female to do the search, if that's okay, Okay,
• 1:20:30
  Speaker 1: So anyway, let me see if this, If the system
• 1:20:36
  Speaker 1: would be more open and honest about all this, then
• 1:20:38
  Speaker 1: parents would feel more relieved, and it would just it
• 1:20:41
  Speaker 1: would get rid of a great deal of rumor and conjecture.
• 1:20:43
  Speaker 1: For as he said, it is those employee projections that
• 1:20:47
  Speaker 1: produce a pattern known as passing the trash. Several experts
• 1:20:50
  Speaker 1: told RCI this is particularly relevant in cases where state
• 1:20:55
  Speaker 1: or local law enforcement agencies are never notified of allegations.
• 1:20:59
  Speaker 1: A school may launch investigation after a parent or student
• 1:21:02
  Speaker 1: files a complaint, but the investigation would cease when the
• 1:21:05
  Speaker 1: employee resigned, and then state law or bargaining agreements often
• 1:21:09
  Speaker 1: prohibit officials and administrators from relaying such information to any
• 1:21:14
  Speaker 1: new school where the alleged perpetrator applied or began working.
• 1:21:19
  Speaker 2: Did you want to say something about that, you're shaking
• 1:21:22
  Speaker 2: your head over there.
• 1:21:25
  Speaker 3: Well, it's like uh that Nova Scotia nursing home nurse.
• 1:21:33
  Speaker 3: You just you just can't relay the information to any
• 1:21:37
  Speaker 3: future employers. And so it's like, good luck with that.
• 1:21:42
  Speaker 3: You haven't been warned.
• 1:21:45
  Speaker 1: That's crazy, yeah, because I mean they're basically guaranteed.
• 1:21:49
  Speaker 3: Work, like, uh, you're a if you're in a union.
• 1:21:54
  Speaker 2: Yeah, yeah, yeah, yeah, that's what I'm saying.
• 1:21:56
  Speaker 1: Like I because like if I was working at a
• 1:22:01
  Speaker 1: grocery store and I was caught drinking beers that I
• 1:22:05
  Speaker 1: had stolen in the back and they fired me and
• 1:22:08
  Speaker 1: I go to another grocery store, would it be messed
• 1:22:12
  Speaker 1: up if that's the previous store could not say? Yeah,
• 1:22:17
  Speaker 1: when they call and they say, I can tell them,
• 1:22:19
  Speaker 1: well I just quit, you know it with a really
• 1:22:21
  Speaker 1: toxic work environment. And then they they can't go to
• 1:22:25
  Speaker 1: the my previous employer and ask them, you know what,
• 1:22:28
  Speaker 1: why did he get why is he no longer with
• 1:22:30
  Speaker 1: you guys? And they have to say, well, we can't stay.
• 1:22:33
  Speaker 1: But it was I guess, like totally amicable. He wasn't
• 1:22:37
  Speaker 1: in the back drinking our beers and not.
• 1:22:39
  Speaker 3: Well they well they can't they can't even hint it
• 1:22:43
  Speaker 3: at what happened. Yeah, yeah, right, and it's just like no, no,
• 1:22:47
  Speaker 3: this is this is like it's unsustainable. This is why
• 1:22:50
  Speaker 3: unions really bother me, and they have for a long time.
• 1:22:53
  Speaker 3: And it's this because they protect they protect cheaters, and.
• 1:23:00
  Speaker 2: Yeah, they protect the least deserving people.
• 1:23:04
  Speaker 3: Yes, And then you know, like if you're somebody who's
• 1:23:07
  Speaker 3: like you know, who's who's actually got a legitimate grievance,
• 1:23:14
  Speaker 3: you know, often you find yourself twisting in the wind
• 1:23:16
  Speaker 3: right and it's just like it it is kind of
• 1:23:20
  Speaker 3: capricious and arbitrary, but it's all part of the contract,
• 1:23:24
  Speaker 3: and you know, so it's it's infuriating and but at
• 1:23:31
  Speaker 3: the same time, I am not trying to convince my
• 1:23:37
  Speaker 3: husband to leave the union yet. We'll wait and see
• 1:23:42
  Speaker 3: December twenty twenty six when our mortgage comes up for renewal.
• 1:23:49
  Speaker 1: Miller said SESAME has model legislation states. Miller said SESAME
• 1:23:56
  Speaker 1: has model legislation states could pass to front the problem,
• 1:24:01
  Speaker 1: but thus far, the group has found limited success. Yeah, well,
• 1:24:05
  Speaker 1: meaning groups can't really get their leg in the door.
• 1:24:09
  Speaker 2: They're foot in the door. On that.
• 1:24:10
  Speaker 1: The Enough Abuse campaign, which did not respond to rci's questions,
• 1:24:15
  Speaker 1: notes that age of consent laws and the definitions of
• 1:24:18
  Speaker 1: what constitutes sexual misconduct have created a complicated legal and
• 1:24:22
  Speaker 1: regulatory map. Still, the campaign seems more optimistic about legislative
• 1:24:28
  Speaker 1: process than Sesame, declaring that quote, over seventy five percent
• 1:24:32
  Speaker 1: of states have now passed legislation specifically outlawn, outlawing educators
• 1:24:38
  Speaker 1: sexual misconduct and end quote in recognition of the power
• 1:24:42
  Speaker 1: imbalance that exists in a teacher student relationship.
• 1:24:46
  Speaker 2: Okay, I have the link here.
• 1:24:49
  Speaker 1: It is a it's a bit complicated about I'll just
• 1:24:52
  Speaker 1: go back to the article. Maybe we can look at
• 1:24:54
  Speaker 1: that another time.
• 1:24:55
  Speaker 3: Yeah, But like the basically what they're saying is if
• 1:25:01
  Speaker 3: you're in a position of authority over someone, basically if
• 1:25:08
  Speaker 3: you can say, well, if you have sex with me,
• 1:25:12
  Speaker 3: I'll give you an A and if you don't have
• 1:25:14
  Speaker 3: sex with me, I'll give you an F. Right, that's coercion,
• 1:25:21
  Speaker 3: that that's exploitation. Right, So, and it's the same you know,
• 1:25:26
  Speaker 3: like they have laws here in Canada, right because for
• 1:25:29
  Speaker 3: the longest time. The age of consent in Canada was fourteen, right, really, yeah,
• 1:25:36
  Speaker 3: age of consent was fourteen to have sex with an adult,
• 1:25:41
  Speaker 3: and they raise it to sixteen sometime after I was fourteen.
• 1:25:48
  Speaker 3: But there are exceptions, and those exceptions are if you
• 1:25:53
  Speaker 3: are in a position of trust or authority over that person, right,
• 1:25:58
  Speaker 3: like you have to you have to be at least
• 1:26:02
  Speaker 3: sixteen years old in Canada to sleep with an adult.
• 1:26:06
  Speaker 3: And you can't sleep with your teacher. It's not it's
• 1:26:12
  Speaker 3: that's the story rape.
• 1:26:14
  Speaker 2: Right Yeah? Yeah, okay, so let me see where was I?
• 1:26:24
  Speaker 1: And there are some science lawmakers are grasping the enormity
• 1:26:27
  Speaker 1: of the issue.
• 1:26:29
  Speaker 2: That with regards to the previous paragraph.
• 1:26:31
  Speaker 1: On July first, and Oklahoma law went into effect mandating
• 1:26:35
  Speaker 1: any verbal or social media contact between school employees and
• 1:26:39
  Speaker 1: students be done on platforms the school controls, which state
• 1:26:43
  Speaker 1: Representative Sherry Conley called a quote long overdue end quote regulation.
• 1:26:50
  Speaker 3: That's that should just be a given right. And it doesn't.
• 1:26:53
  Speaker 3: It doesn't even interrupt students from trolling their teachers for
• 1:26:57
  Speaker 3: folk's sake.
• 1:27:00
  Speaker 1: Yeah, like like a like an in like an in
• 1:27:02
  Speaker 1: school like portal that has emails and where you can
• 1:27:07
  Speaker 1: look up your assignments and things.
• 1:27:08
  Speaker 2: Like that and ask questions of the teacher.
• 1:27:11
  Speaker 3: Yeah, and you have access to your teacher's email. Like
• 1:27:14
  Speaker 3: Sam my youngest, Uh, mister Williams and him had a
• 1:27:19
  Speaker 3: special relationship, and that relationship was Sam would sign him
• 1:27:26
  Speaker 3: up for flyers, sign his email up for every flyer
• 1:27:30
  Speaker 3: he could find online and uh, and then also send
• 1:27:35
  Speaker 3: him dank memes. And he'd spend all day doing this
• 1:27:42
  Speaker 3: until one day, one day, Sam was in computer science
• 1:27:47
  Speaker 3: and sending some memes and some flyer uh subscriptions and
• 1:27:53
  Speaker 3: uh and then uh, mister Williams, his social studies teacher,
• 1:27:58
  Speaker 3: came his class and came down and stuck his head
• 1:28:05
  Speaker 3: in the door and said, Sam, I'm gonna need you
• 1:28:07
  Speaker 3: to stop doing that. So, but it was all on
• 1:28:14
  Speaker 3: the the school's freaking email list, right like. It's it's
• 1:28:21
  Speaker 3: not like he had mister Williams's personal cell phone number
• 1:28:24
  Speaker 3: or anything like. No, it's there's no reason to be
• 1:28:31
  Speaker 3: on your teacher's personal email account or personal cell phone
• 1:28:37
  Speaker 3: number or anything like that, right Like, there's absolutely no
• 1:28:41
  Speaker 3: reason for that other than setting up freaking dates.
• 1:28:47
  Speaker 1: I guess yeah, yeah, well I think I think it's
• 1:28:53
  Speaker 1: a fair exchange. Memes they have they have a they
• 1:28:56
  Speaker 1: have a rising market value like the NFT.
• 1:29:02
  Speaker 3: Well, these were all Minion memes from.
• 1:29:05
  Speaker 1: Oh, Minion memes are kind of low. They're kind of
• 1:29:07
  Speaker 1: like I think they're on the lower end. I don't
• 1:29:10
  Speaker 1: know what to check the stock market for that, but
• 1:29:13
  Speaker 1: I don't think the memes are worth as much, are they?
• 1:29:16
  Speaker 3: Honest, I don't. I have no idea the currency of
• 1:29:20
  Speaker 3: memes and what the going rate is. I just know
• 1:29:24
  Speaker 3: that Sam he had he was just like mister Williams.
• 1:29:30
  Speaker 3: Hees like I think he'd appreciate Minion memes And I
• 1:29:35
  Speaker 3: don't know. So you just like bombarded the guy's email,
• 1:29:38
  Speaker 3: like probably thirty emails a day between the signing up
• 1:29:43
  Speaker 3: for flyers and the you've signed up for the Walmart flyer,
• 1:29:47
  Speaker 3: You've signed up for this flyer, You've signed up for
• 1:29:50
  Speaker 3: that flyer, right, and then the U and then the memes.
• 1:29:56
  Speaker 1: So okay, well that sounds like that's like boomer shit,
• 1:30:02
  Speaker 1: Like I think Minions, Betty Boop, Disney princesses and those
• 1:30:09
  Speaker 1: are all boomery memes.
• 1:30:10
  Speaker 2: They're like ancient, like for like for wine moms.
• 1:30:13
  Speaker 1: You know, do you remember the old MySpace and people
• 1:30:16
  Speaker 1: will put up like an image of Betty Boop and
• 1:30:18
  Speaker 1: that'd be like these like sparkly glitter pattern that would
• 1:30:21
  Speaker 1: move throughout the image. That that's what that's where the
• 1:30:24
  Speaker 1: minions are at. That's like that level in my opinion.
• 1:30:28
  Speaker 3: Well, I don't. I don't remember my Space because by
• 1:30:30
  Speaker 3: the time I, this boomer got on the Internet, my
• 1:30:35
  Speaker 3: Space was done. It wasn't I don't go on. It
• 1:30:38
  Speaker 3: wasn't a thing.
• 1:30:38
  Speaker 2: I don't think you're a boomer, Karen. I think you're
• 1:30:40
  Speaker 2: an exert like me.
• 1:30:42
  Speaker 3: Well, yes, no, I'm yes an excerpt. But I wasn't
• 1:30:47
  Speaker 3: even on the Internet until two thousand and six.
• 1:30:51
  Speaker 2: Ah okay, yeah, fair enough.
• 1:30:53
  Speaker 1: I got on the internet in the in the late nineties,
• 1:30:56
  Speaker 1: and I was also late to the Internet as well.
• 1:30:59
  Speaker 3: So how boomer? How boomer am I two thousand and
• 1:31:03
  Speaker 3: pretty boomer?
• 1:31:04
  Speaker 2: That's pretty boomer.
• 1:31:06
  Speaker 3: Although my mom, even my mom is not such a
• 1:31:09
  Speaker 3: big boomer. She's like eighty two and she was on
• 1:31:12
  Speaker 3: the Internet before I was.
• 1:31:13
  Speaker 2: My mother is a boomer.
• 1:31:15
  Speaker 1: She she used the Internet for only like two things
• 1:31:19
  Speaker 1: because she's terrified of going to any websites because she's
• 1:31:23
  Speaker 1: sure she's gonna get viruses in her stolen and yeah,
• 1:31:27
  Speaker 1: so she doesn't go anywhere. She she won't do anything
• 1:31:30
  Speaker 1: without my nephew's you know, supervision. Like he's going to
• 1:31:35
  Speaker 1: go to the websites for her so that she can
• 1:31:37
  Speaker 1: upload photos she took.
• 1:31:41
  Speaker 3: Yeah, that's that's hilarious. Even my mom's not like that. No,
• 1:31:46
  Speaker 3: she's she's like, she's she's like she she has like
• 1:31:51
  Speaker 3: multiple email accounts, and she's got multiple she's got like
• 1:31:55
  Speaker 3: a smart TV and you know, and Alexa, and she's
• 1:32:00
  Speaker 3: she's like she's all like wired into everything. She might
• 1:32:04
  Speaker 3: as well get a neuralink.
• 1:32:06
  Speaker 2: She might as well. Yeah, I understand it's going to
• 1:32:10
  Speaker 2: be doing everything. So anyway, let me let me get
• 1:32:13
  Speaker 2: through the rest of this.
• 1:32:15
  Speaker 1: So Similarly, in Michigan, State Representative Brad Piquette, himself a teacher,
• 1:32:21
  Speaker 1: has proposed legislation appointing a state ombudsman to deal with
• 1:32:26
  Speaker 1: sexual misconduct complaints.
• 1:32:28
  Speaker 2: It's just the beginning, but we have to start.
• 1:32:30
  Speaker 1: Somewhere, Piquette told Urci, I first heard back in twenty
• 1:32:34
  Speaker 1: twelve or twenty thirteen when I started teaching that I
• 1:32:37
  Speaker 1: had to join the union because I might have an
• 1:32:39
  Speaker 1: accusation filed against me, but I thought, no, I should be.
• 1:32:43
  Speaker 2: Fired if I did something wrong. End quote. I think
• 1:32:47
  Speaker 2: we need to be engaged.
• 1:32:48
  Speaker 1: I don't somehow I don't believe the unions would stick
• 1:32:51
  Speaker 1: up for a male teacher that was accused of something.
• 1:32:54
  Speaker 2: But do you think so too? Yeah, Okay, I mean
• 1:32:58
  Speaker 2: I guess I have to.
• 1:32:59
  Speaker 1: But I think we need to be engaged aggressively to
• 1:33:03
  Speaker 1: root out the problem. He said, there's no good reason
• 1:33:06
  Speaker 1: for us to take a lax approach. You see these
• 1:33:09
  Speaker 1: headlines all over the place, and it's unacceptable.
• 1:33:11
  Speaker 2: People need to start asking questions. While Richie said she
• 1:33:15
  Speaker 2: did not.
• 1:33:16
  Speaker 1: Recall any credible allegations crossing her desk during a brief
• 1:33:20
  Speaker 1: stint as an attorney with Virginia Schools, pequets everywhere assessment
• 1:33:24
  Speaker 1: seems to be on the mark. In Texas, for example,
• 1:33:27
  Speaker 1: the other the online site Texas Scorecard, started looking at
• 1:33:31
  Speaker 1: the issue in twenty twenty two after administrators Improsper a
• 1:33:34
  Speaker 1: swanky Dallas suburb attempted to cover up alleged repeated sexual
• 1:33:38
  Speaker 1: offenses by a school bus driver school bus driver.
• 1:33:42
  Speaker 2: Since then, Texas What's going on over there?
• 1:33:45
  Speaker 1: Texas Guard has kept an unofficial tally of such incidents,
• 1:33:50
  Speaker 1: and the lone Star state has had more than one
• 1:33:53
  Speaker 1: ordred cases every year since. Let me see, I think
• 1:33:59
  Speaker 1: they're just giving more examples. I kind of want to
• 1:34:01
  Speaker 1: skip ahead of that. Yeah, let me see if I
• 1:34:06
  Speaker 1: can find one other maybe like a maybe we'll get
• 1:34:09
  Speaker 1: to like a kind of a sum up in here.
• 1:34:12
  Speaker 1: So last year, the Defensive Freedom Institute released a report
• 1:34:18
  Speaker 1: titled Catching the Trash that concluded sexual misconduct by school
• 1:34:22
  Speaker 1: employees has raged in the school system for decades.
• 1:34:26
  Speaker 2: Various actors, school and district.
• 1:34:28
  Speaker 1: Personnel, teachers, unions, and the federal department charged with enforcing
• 1:34:31
  Speaker 1: laws against sexual assaults in public schools bear responsibility for
• 1:34:35
  Speaker 1: systemic failure in preventing and responding to sexual assaults in
• 1:34:39
  Speaker 1: public schools, the report says, pointing to the Bid administration's
• 1:34:42
  Speaker 1: attempt to remove specific questions about the issue from the
• 1:34:45
  Speaker 1: ocr questionnaire, Report author Paul Zimmerman told RCI the public
• 1:34:50
  Speaker 1: should not expect much daylight in the on the topic
• 1:34:54
  Speaker 1: in the near future. The Biden administration has gone dark
• 1:34:57
  Speaker 1: on this. They're not interested in pressing this issue. As
• 1:35:00
  Speaker 1: evidence by trying to discontinue the efforts made on this
• 1:35:03
  Speaker 1: front by the previous administration. He said, these political bumps
• 1:35:07
  Speaker 1: and the wreckage the COVID shutdowns unleashed on education in America.
• 1:35:11
  Speaker 2: I wonder though, if kids weren't safer.
• 1:35:13
  Speaker 1: When they were at home, Like I know, they keep
• 1:35:16
  Speaker 1: saying that it was really bad, but considering what's going
• 1:35:18
  Speaker 1: on in schools, I don't know, means there is no
• 1:35:21
  Speaker 1: way of tackling the problems dimensions, let alone the problem itself.
• 1:35:25
  Speaker 1: It takes so long to get these numbers that in
• 1:35:27
  Speaker 1: the end they're not that helpful.
• 1:35:29
  Speaker 2: He said.
• 1:35:31
  Speaker 1: The best way to block the passage of trash is
• 1:35:33
  Speaker 1: through the Sesame Act, which DOE Department of Education has
• 1:35:37
  Speaker 1: cited as model legislation for states. To date, only a
• 1:35:43
  Speaker 1: handful of states have passed it, most recently Illinois in
• 1:35:46
  Speaker 1: twenty twenty three.
• 1:35:47
  Speaker 2: Well, that's kind of promising.
• 1:35:49
  Speaker 1: It requires the prohibition of non disclosure agreements in personal
• 1:35:54
  Speaker 1: or collectively bargained contracts, as deep background checks on all
• 1:35:59
  Speaker 1: applic kids.
• 1:36:01
  Speaker 3: I I would I, you know, like give up the
• 1:36:03
  Speaker 3: ladder and just stick with the former, the prohibiting non
• 1:36:08
  Speaker 3: disclosure agreements, That would I mean? Okay, Well, what was okay,
• 1:36:17
  Speaker 3: Harvey Weinstein? Okay? What was his paper trail, A bunch
• 1:36:26
  Speaker 3: of sealed files sealed by non disclosure agreements. He paid
• 1:36:32
  Speaker 3: women to be quiet, and you know, like there's nothing
• 1:36:37
  Speaker 3: illegal about a non disclosure agreement unless it's covering up
• 1:36:42
  Speaker 3: a crime, right, Okay, then it's bribing a witness, Okay.
• 1:36:50
  Speaker 3: But you know, as long as the witness says there
• 1:36:57
  Speaker 3: is no crime and agrees there is no crime, then
• 1:37:01
  Speaker 3: not talking about it is perfectly legal to purchase, right.
• 1:37:06
  Speaker 3: And so I mean, like it's it's a very murky
• 1:37:08
  Speaker 3: freakin' area. But if if you've been accused right of something,
• 1:37:13
  Speaker 3: I would say, you know, just get rid of the
• 1:37:18
  Speaker 3: non disclosure agreements, but do it in tandem with introducing
• 1:37:23
  Speaker 3: actual due process. Okay, how about that? How about that right,
• 1:37:31
  Speaker 3: so that it's not you know, like it's the passing
• 1:37:34
  Speaker 3: the trash, right, we're just passing it on to the
• 1:37:36
  Speaker 3: next school, right. Well, instead of doing that, why don't
• 1:37:39
  Speaker 3: you actually do your due diligence, find out if the
• 1:37:42
  Speaker 3: guy actually or the woman actually did it right, and
• 1:37:47
  Speaker 3: then report it to police if you find that there's
• 1:37:51
  Speaker 3: actual something there at something there, right, and then the
• 1:37:55
  Speaker 3: police can take care of it, and then it's no
• 1:37:58
  Speaker 3: longer your problem and you've on your job, is that
• 1:38:01
  Speaker 3: as an administrator of a school. Right. This has always
• 1:38:05
  Speaker 3: bothered me about about you know, the universities in particular
• 1:38:12
  Speaker 3: there their approach to sexual assault claims on campus, right
• 1:38:17
  Speaker 3: is is the the fact that they take it into
• 1:38:22
  Speaker 3: these kangaroo courts that are fair to no one, right,
• 1:38:26
  Speaker 3: and and then and there's no due process at all.
• 1:38:31
  Speaker 3: It's and and it's it's just absolutely retarded. Right.
• 1:38:36
  Speaker 1: No, Well, they and they don't allow They often just
• 1:38:38
  Speaker 1: want to get it over with as fast as possible.
• 1:38:41
  Speaker 2: Right. They don't want to.
• 1:38:41
  Speaker 1: They don't like, they don't allow any evidence on the
• 1:38:44
  Speaker 1: defensive side, like a lot of times because they just
• 1:38:46
  Speaker 1: want they don't they don't want to streamline it.
• 1:38:49
  Speaker 3: Yeah. No. And it's like if there's probable cause, if
• 1:38:52
  Speaker 3: there's probable cause, reported to the fault fucking police, right, report,
• 1:39:00
  Speaker 3: and then they will do an investigation. They have investigatory
• 1:39:04
  Speaker 3: tools that you don't, right. They have subpoena power you don't. Right.
• 1:39:10
  Speaker 3: They can go and look at phone records you can't, okay, Right,
• 1:39:16
  Speaker 3: they have all of the tools there. That's their job
• 1:39:22
  Speaker 3: is investigating crimes for which there is probable cause. So
• 1:39:27
  Speaker 3: if you think to yourself, well, I'm confronted with this
• 1:39:30
  Speaker 3: situation and I believe there's probable cause, Yeah, it's not
• 1:39:35
  Speaker 3: up to you to adjudicate that now. I mean, maybe
• 1:39:39
  Speaker 3: you in you take some intermediary action like Okay, well
• 1:39:44
  Speaker 3: you guys can't attend the same classes, right, Or he
• 1:39:48
  Speaker 3: can't live in the same dorm building as you. We're
• 1:39:52
  Speaker 3: gonna have to shuffle in into another dorm building, right,
• 1:39:55
  Speaker 3: something like that, right, just to be on the safe side, right,
• 1:40:00
  Speaker 3: But you can't you can't like freaking decide well, we're
• 1:40:03
  Speaker 3: gonna adjudicate this. We're gonna we're gonna perform the surgery
• 1:40:11
  Speaker 3: with this half full coffee mug anambradla advil, right, and
• 1:40:21
  Speaker 3: it's all gonna turn out just fine, right, Because that's
• 1:40:24
  Speaker 3: the tools you have, right as a school administrator. Those
• 1:40:28
  Speaker 3: are the tools you don't have. Subpoena power. You can't
• 1:40:31
  Speaker 3: freaking call witnesses, you can't freaking you can't make anybody
• 1:40:35
  Speaker 3: take a DNA test. You can't freaking do shit. Refer
• 1:40:41
  Speaker 3: it to the fucking police.
• 1:40:42
  Speaker 2: That's their job, yep, that's what they are there for.
• 1:40:49
  Speaker 3: Yeah, And I bet you if every fucking rape accusation
• 1:40:53
  Speaker 3: on campus then involved anything like probable cause okay was
• 1:40:59
  Speaker 3: automatically refer to the fucking police, there'd be few false allegations.
• 1:41:05
  Speaker 2: There'd be fewer allegations.
• 1:41:09
  Speaker 1: Because there would because like most of the most false
• 1:41:12
  Speaker 1: allegations are very infrequently proven false.
• 1:41:16
  Speaker 2: There they just don't go anywhere.
• 1:41:19
  Speaker 1: You know, like a not guilty verdict is not the
• 1:41:22
  Speaker 1: same as a she libation.
• 1:41:25
  Speaker 2: Yeah yeah, yeah.
• 1:41:27
  Speaker 7: But but but you look at it and it's like, yeah, no,
• 1:41:29
  Speaker 7: if every freaking alleged purported victim had to go the
• 1:41:36
  Speaker 7: whole nine yards through.
• 1:41:38
  Speaker 3: The justice system, right, you know, I'm sorry, but uh,
• 1:41:45
  Speaker 3: there are only so many Nancy or Lucy dicotires out
• 1:41:49
  Speaker 3: there who were willing to take it all the way,
• 1:41:54
  Speaker 3: all the way to perjuring themselves on the stand, right,
• 1:41:59
  Speaker 3: and and then having Marie Hennon like slap a file
• 1:42:05
  Speaker 3: full of evidence proving that they were lying the entire
• 1:42:09
  Speaker 3: time they were giving testimony, right as sorry Gion Gomeshi reference.
• 1:42:15
  Speaker 2: But yeah, yeah, so like.
• 1:42:21
  Speaker 3: There are only so many women that crazy to take
• 1:42:24
  Speaker 3: a false allegation that far right, And I'm sorry, but
• 1:42:31
  Speaker 3: like universities do not have and schools do not have
• 1:42:35
  Speaker 3: the tools to actually adjudicate these things, and like sweeping
• 1:42:41
  Speaker 3: it under the rug or under the union contract is
• 1:42:45
  Speaker 3: not acceptable. It's not acceptable. It's not acceptable when it
• 1:42:49
  Speaker 3: happens to a female student. It's not acceptable when it
• 1:42:52
  Speaker 3: happens to a male student. It's not acceptable, no matter
• 1:42:55
  Speaker 3: the sex of the teacher, or their sexual orientation or
• 1:42:59
  Speaker 3: their gender identity. It's not acceptable across the fucking board, right.
• 1:43:05
  Speaker 1: And.
• 1:43:07
  Speaker 6: No, Like, why are schools doing this? Why are they
• 1:43:13
  Speaker 6: taking this on? Why are they taking this on as
• 1:43:16
  Speaker 6: their responsibility.
• 1:43:17
  Speaker 3: Why are they being like, oh, well, you know, we
• 1:43:21
  Speaker 3: know she really raped that kid, but we can't we
• 1:43:26
  Speaker 3: just we signed a non disclosure agreement, so we just
• 1:43:31
  Speaker 3: can't say we just can't warn anybody else. Like, what
• 1:43:36
  Speaker 3: the what the fuck is that?
• 1:43:41
  Speaker 2: I don't know?
• 1:43:43
  Speaker 3: And I'm sorry, I'm sorry. A non disclosure agreement, as
• 1:43:45
  Speaker 3: far as I'm concerned, Right, a non disclosure agreement pertaining
• 1:43:49
  Speaker 3: to legal acts. Legal acts like Trump had sex with
• 1:43:54
  Speaker 3: a porn star and then he paid her to not
• 1:43:57
  Speaker 3: talk about it. She didn't accuse him of a crime,
• 1:44:02
  Speaker 3: she didn't accuse him of rape, she didn't accuse him
• 1:44:05
  Speaker 3: of anything. Right, It was just like oh yeah, maybe
• 1:44:10
  Speaker 3: they banged once and he's like, eh, you know, I
• 1:44:14
  Speaker 3: don't want you to talk about this. Well, that's fine,
• 1:44:16
  Speaker 3: that's about privacy, right, But non disclosure agreements to cover
• 1:44:21
  Speaker 3: up a crime, that's your agreement to cover up a
• 1:44:29
  Speaker 3: crime that should be illegal. That I think it, I
• 1:44:32
  Speaker 3: actually technically think it is illegal.
• 1:44:36
  Speaker 2: Yeah, I think so.
• 1:44:38
  Speaker 3: Right.
• 1:44:38
  Speaker 2: Well, let okay, so we're almost done here. But good
• 1:44:41
  Speaker 2: points raised.
• 1:44:42
  Speaker 1: So only only such thorough steps will break what almost. Guyora,
• 1:44:49
  Speaker 1: a law professor at the University of Utah who has
• 1:44:52
  Speaker 1: worked with Miller and Sesame, calls quote the complicity of
• 1:44:55
  Speaker 1: silence end quote. While the parameters of the problem may
• 1:44:59
  Speaker 1: be hard to Giora said he was stunned when he
• 1:45:03
  Speaker 1: recently published what he acknowledged is a niche book on
• 1:45:07
  Speaker 1: a West Virginia teacher exposed years late as a pedophile murderer.
• 1:45:13
  Speaker 1: A limited book sold out on Amazon, and his podcast
• 1:45:16
  Speaker 1: has now top one million views.
• 1:45:18
  Speaker 2: That tells you.
• 1:45:20
  Speaker 1: That tells you that what's happening is something that is
• 1:45:22
  Speaker 1: touching a chord.
• 1:45:23
  Speaker 2: He said.
• 1:45:24
  Speaker 1: It's so goddamn egregious what they have done to protect
• 1:45:28
  Speaker 1: people who do this. Lawmakers will have to break the
• 1:45:31
  Speaker 1: institutional complicity that surrounds this of THEIL or they'll just
• 1:45:36
  Speaker 1: be protecting.
• 1:45:37
  Speaker 2: The perpetrators, which is kind of like what they're doing now.
• 1:45:40
  Speaker 1: And also, you know this this comes from real clear investigations.
• 1:45:44
  Speaker 3: I'm pretty sure they're a good site.
• 1:45:47
  Speaker 2: Yeah, they are. They've done a lot of good work.
• 1:45:51
  Speaker 1: They're kind of like Project Veritas and Okeith Media Group, right,
• 1:45:54
  Speaker 1: they like go into places.
• 1:45:56
  Speaker 3: They were the first to close what's his name, Eric
• 1:46:02
  Speaker 3: Charamela's name, right, the Ukraine's quote whistleblower, Oh yeah, yeah,
• 1:46:09
  Speaker 3: yeah yeah. And they were also the people who identified
• 1:46:13
  Speaker 3: Igor Danchenko, who was the guy who provided almost all
• 1:46:18
  Speaker 3: the information that was published that Christopher Steele put in
• 1:46:23
  Speaker 3: the Steele dossier, right, And he'd been under FBI investigation
• 1:46:28
  Speaker 3: as a possible Russian spy between twenty ten and twenty twelve.
• 1:46:34
  Speaker 3: I believe, so. Yeah, No, like, he was a suspected
• 1:46:40
  Speaker 3: Russian spy and his name's all over that dossier and
• 1:46:44
  Speaker 3: the FBI just kept still using it to re up
• 1:46:47
  Speaker 3: their warrants to spy on Trump.
• 1:46:51
  Speaker 1: Huh, yeah, pretty based. And I don't know what do
• 1:46:57
  Speaker 1: you real quick before we end the show, were there
• 1:47:01
  Speaker 1: any revelations made in this piece or did you kind
• 1:47:05
  Speaker 1: of like suspect all this stuff already?
• 1:47:07
  Speaker 3: Oh yeah, no, all of this is like I mean,
• 1:47:10
  Speaker 3: like I wasn't aware of the fact that they don't
• 1:47:13
  Speaker 3: collect detailed information. I forget, I forget who they named
• 1:47:20
  Speaker 3: the law after. But but it is. It is a
• 1:47:25
  Speaker 3: federal law that educational institutions have to report sexual assaults
• 1:47:30
  Speaker 3: that are reported to them. They have to report them
• 1:47:32
  Speaker 3: to the Department of Education. And it's like Caitlin's Law
• 1:47:38
  Speaker 3: or some shit. But but yeah, no, I had no
• 1:47:43
  Speaker 3: idea that they didn't have to disclose any of the details,
• 1:47:48
  Speaker 3: like was this a teacher or a student, or a
• 1:47:52
  Speaker 3: staff member or an administrator, or was this like a
• 1:47:56
  Speaker 3: black person or a white person, like you know, like
• 1:48:00
  Speaker 3: they literally collect this data, and uh, the FBI collects
• 1:48:05
  Speaker 3: this data for the Uniform Crime Reporting System when whenever
• 1:48:13
  Speaker 3: it's available, right, you know, like maybe you don't know
• 1:48:16
  Speaker 3: that you were robbed by a black guy because he
• 1:48:18
  Speaker 3: was wearing a bella clava or something, right, But but
• 1:48:21
  Speaker 3: if that information is available, that gets reported. And and
• 1:48:26
  Speaker 3: I had no idea that the the does UCR version
• 1:48:35
  Speaker 3: of UCR was not collecting any of the relevant data.
• 1:48:41
  Speaker 3: You know, even on sex of the perpetrator and things
• 1:48:43
  Speaker 3: like that sex of them. So it's just like, oh,
• 1:48:48
  Speaker 3: you just have to like give them your raw number
• 1:48:50
  Speaker 3: of sexual assault complaints and that's it, right. Yeah, No,
• 1:48:57
  Speaker 3: it's that's that's not helpful.
• 1:49:01
  Speaker 2: No.
• 1:49:03
  Speaker 1: No, Well, I thought this was pretty interesting. I hope
• 1:49:07
  Speaker 1: that you guys found it interesting. Let us know what
• 1:49:10
  Speaker 1: you guys think about this in the comments. What do
• 1:49:12
  Speaker 1: you think about Well, I mean, I think it's obvious,
• 1:49:16
  Speaker 1: like getting rid of NDAs and this kind of there's
• 1:49:19
  Speaker 1: something up with the unions, Like I think that there's
• 1:49:22
  Speaker 1: too much desire for people to cover their own ass
• 1:49:25
  Speaker 1: to stay out of trouble then do the right thing.
• 1:49:28
  Speaker 2: And I think that's one of the problems.
• 1:49:29
  Speaker 1: And also are the way that we perceive sexual assault
• 1:49:33
  Speaker 1: of minors. We just look at it different and it's
• 1:49:36
  Speaker 1: a it's a mental block that we have to get past.
• 1:49:39
  Speaker 1: So let us know what you guys think about this
• 1:49:41
  Speaker 1: one in the comments. I'm going to end it there.
• 1:49:44
  Speaker 1: If you guys like this video, please hit like subscribe.
• 1:49:46
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• 1:49:49
  Speaker 1: with the comment let us know what you guys think
• 1:49:50
  Speaker 1: about what we discussed on the show today and there's
• 1:49:53
  Speaker 1: a link to the full article in the description.
• 1:49:54
  Speaker 2: You can read it yourself.
• 1:49:55
  Speaker 1: I read through like ninety five percent of it, but like,
• 1:49:59
  Speaker 1: I just sort of a lot over some because it
• 1:50:00
  Speaker 1: was just like an excess of examples and anecdotes that
• 1:50:03
  Speaker 1: we didn't really need. We were getting the gist of it,
• 1:50:06
  Speaker 1: and I know for some people you just need more
• 1:50:08
  Speaker 1: to drive it home. But but yeah, check it out
• 1:50:11
  Speaker 1: yourself if you like.
• 1:50:12
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• 1:50:28
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• 1:50:31
  Speaker 1: Thank you so much for coming on today's episode of
• 1:50:33
  Speaker 1: The ram Zurker, and.
• 1:50:34
  Speaker 2: We'll talk to you all in the next one. Have
• 1:50:37
  Speaker 2: a good one, everybody. Yes are machines, dude, Okay, they
• 1:50:42
  Speaker 2: are literal machines. They are talking point machines. They are
• 1:50:46
  Speaker 2: impossible to.
• 1:50:47
  Speaker 1: Fucking deal with, especially if you have, like especially if
• 1:50:49
  Speaker 1: you have like a couple of dudes who have good
• 1:50:51
  Speaker 1: memory on top of that too.
• 1:50:53
  Speaker 2: Holy shit, you're fucked.